Classroom Reflection Analysis

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

across all the classrooms was the rapport that has been developed in each classroom between not only the teacher and students but the students with each other. It was evident that students are comfortable working in groups and helping each other learn. Students spoke to each other in respectful ways and offered help to each other. The teachers communicated with students in positive and respectful ways that encouraged students’ participation. Another pattern I noticed was that the students were involved in their own learning. There were not teachers giving lectures at the front of the room and students just sitting in desks taking it in. The teachers of this school understand the value of letting the students explore, create, and discover for themselves. There was evidence in each room that the students were taking an active part in their own learning through small group work, independent work, discussion, creating things and using technology. These walk-throughs gave me a view of the school that this is a positive learning environment where students’ best interest is at the forefront.

Question 1. How do you make work more meaningful to your students? What motivators are you currently using with your students? Examine the climate in your classroom. What would you change to make it better?

This learning experience supported the science content area physics. It provided the children with opportunity to collaborate as a group to work together to problem-solve. My focus for this lab was to build and construct ramps and pathways in the outside play yard. I implemented technology by letting the children watch a YouTube video about constructing ramps and pathways to generate new knowledge about the activity. They used marbles to travel down the ramps, while recycled bottles and PVC piping were used to make bridges and underpasses. I planned this lesson to connect to some of the children’s prior knowledge about using this type of track. When the children began using the tracks in the outside play yard they chose to put their ramps off landscaping rocks. This gave them the ability to secure the ramp at the top as well as the ability to build bridges and underpasses on the ground. This activity immediately ignited their language such as, “let me try this, I have an idea, what about this, how about if we do this” which demonstrated that the children were engaged in the inquiry process. The learning standards this activity supported was; 3.2 PK.B.1 Explore and describe the motion of toys and objects. AL.1 PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks.

Scenario: I’m teaching a third-grade class of 20 total students. The class consists of the following population:

Question 1. How do you make work more meaningful to your students? What motivators are you currently using with your students? Examine the climate in your classroom. What would you change to make it better?

Throughout the semester, I had a chance to be able to work on all of my goals in almost every combination but still feel I can work on them more. Over the semester I have noticed a lot that I have worked on but still end up freaking out every chance when it came to executing the midterm and final.From taking Modern I my third time I wanted to able to gain insight from each time I took the course.This semester I felt like I took a different approach towards being able to grasp the material as well as having a clear focus what I needed and wished to work on. Evaluating over the course of the semester shows my goals that I wanted to As I continue with taking modern classes in the future there is something that I can always make progress on to keep on improving and be more confident.

My passion about teaching and my students motivated me to learn more about teaching. So, I really have to admit that I enjoyed this course a lot and I was so excited to take this course to know more about the teaching strategies used and the techniques of the classroom management.

This paper will describe on why a certain lesson should be adapted before it is delivered to different audience at the same level. This lesson was taught to university students in the USA where the majority of the students were English native speakers. At some points in this lesson, the depth of discussion is not really appropriate to be taught to foreign/second language learners because the nature of English proficiency between English native speakers and foreign/second language learners is absolutely different. The finding in this paper will be based on observation of the writer and elaborated with the reference from library research.

While STEAM instruction relies on making authentic and engaging connections between the disciplines of science, technology, engineering, arts, and mathematics, the implementation can look slightly different from classroom to classroom. The first video demonstrates how a STEAM unit can be incorporated in a single content: middle school science. The video shows students working collaboratively in groups to complete the assigned lab and asking questions as needed. The teacher is seen facilitating the activity, as she moves from group to group, addressing those questions, providing suggestions, and guiding students towards the completion of the activity. Although neither the problem nor the driving question of the lesson were explicitly stated or reiterated during the observed clip, the ‘lesson essential question’ and the ‘learning target’ posted on the board communicate and reinforce the objective of this lesson (e.g. students will identify minerals and explain why minerals are important). Thus, based on this and my observations of the teacher and students’ interactions, I predict that this lesson is focused on assessing how well students can identify minerals, as a way to introduce students to the characteristics needed for identifying and classifying rocks. This skill is especially important as students need to solve the problem scenario, which involves describing different types of rocks to assemble a group of “rock” musicians. As I was analyzing the video clip using the

LP 1, 2, 3, 4, 5, 6, 7, 9 are evident in this teaching session.

The sixth section was curriculum compacting. This allows students that already understand the material to move on to harder concepts at their own pace. I do this in my classroom using IXL. I think this how is progressive pockets can come in handy, but again, I do not think it should be a file box at the front of the room, but rather assignments from the teacher directly to the student to advance his learning.

This week’s reading continues to give context to what technology integration should be in the classroom. Roblyer equipped me with vocabulary for three types of web-based lessons: Interpersonal exchanges, Information collection and analysis and Problem-solving. While I may not use these phrases with teachers, I will be able to track my coaching in the types of experience I am bringing to the classroom. Currently, I am working with teachers that are collecting information. Teachers are enthusiastically, checking out computer carts for their students to do research on an historical event, a person, or a principal in science. However, reading examples given in the text such as Westward Expansion or Connecting Science Students with NASA Resources, I see that I am going to have the challenge of providing scaffolding from research to web-lessons.

One major drawback that Blatchford (2015) has with the idea of differentiation is ‘the fact that teachers have to do this for 30 students at once’ making ‘it even more difficult’. He further continues to express how you can have great experience in this field which reflects ‘purposeful practice’ but you still would not be able to ‘quite crack’ differentiation. In some ways, I agree with Blatchford as from my first placement, I too have felt the pressure of differentiating for the whole class. I always found myself altering my plans as just when I think I have the best plan for that teaching, another need will crop up, thus starting back at stage one. Additionally, I feel it gives the teachers the impression of feeling intimidated by the number of needs that they would need to measure for when planning.

While reading through the innovations and strategies offered in the sections entitled, “Structural Innovations” and “Innovations to Improve Academic Learning,” I was able to reflect on my current teaching style. Consequently, I reexamined the areas of class size, the implementation of a school uniform, creating spatial competences, and the utilization of technology in the classroom. Each of these strategies has the potential to increase my students’ success.