Classroom Reflection

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.

The experiences of students in the classroom result in children discovering their potential for the future and in acquiring the necessary knowledge as well as the skills needed to follow their dreams for the future as well as in their development of "beliefs, attitudes, and behaviors toward society." (Church, et al, 2013, p.4) Churchill, et al states that teaching as a profession in the twenty-first century involves the "apprenticeship of observation." 2013, p.5) Teaching in the present also is characterized by both "continuity and change". (Churchill, et

When we hear the world school or teaching or just discussing education, we may hear teaching is a difficult job or why other jobs get paid more than teachers especially when teacher deals with students every day. In 1982 in regards to the characteristics in the educational landscapes, Henry Giroux noted there were “severe financial cutbacks, shrinking job markets, and massive teacher layoffs” (p.87) However, some of these issues are still going on as of today. Many teachers go on strike or just getting layoff because the jobs just do not want to pay the staffs or a financial cut due to the economy. In my community I listen how an ex- teacher decided to leave her job because she was spending more money on students’ material

As I reflect over my duration as an educator, I ask myself the question, am I providing the best possible learning environment for every child in my classroom. Through experience, I have learned that through relationship building and everyday experiences which take place in either a classroom, at home, or any other stimulating environment, shape the way children learn. When I think about learning in my class, I think about constant improvement, the importance of professionalism in the classroom, and constant reflection.

After reading all the guidelines and examples, I realized that these ideas are very helpful with engagement in the classroom. The Industrial Tic Tac Toe caught my eyes because I am actually using it to complete this assignment and it gives me complete autonomy over my work, which is the point. When trying to engage students, I learned from the guidelines, is that you should give your students autonomy and when you give them choices, they're more willing to engage. Using the Tic Tac Toe assignment is a good way for engagement. When I have my classroom of 6th graders, I want to use this assignment method so that my students have choices. I would also probably do this once a week and give them the whole week to hand it in whenever. I feel

After observing in Jihan’s classroom for the Teach phase of this project, my group members and I met to discuss the strengths and weaknesses of the classroom and identify areas that needed support for our selected students. From the articles we have read in class, we know that in order to learn a language a child requires the opportunity to be exposed to the language and hear it used and the opportunity to practice using it. With this in mind, we used the Communication Supporting Classrooms Observation Tool designed by Dockrell and her colleagues to examine the language learning environment, the language learning opportunities, and language learning interactions supported by the classroom and teachers. Overall, we found that Jihan’s

Today at my placement, I noticed a different kind of interaction my teacher was having with his students. Instead of focusing on academics or connecting with the student, the teacher was trying to monitor the language, attitudes, and dialogue that happened in the classroom space. The interaction happened before the first period started. There was a student at the teacher's desk getting help with an essay and two other students talking a few feet away. One of the students who was talking made a comment that one of his female African American teachers was horrible because she did not know how to teach or speak. Though the student did not directly say the teacher did not know to teach or speak, the emphasis he placed on the teachers race and the explanation, “she does not speak well but I guess she cannot help that”, made it clear that he meant that the problem was because she was female and African American. My cooperating teacher upon hearing the comment stopped helping the student he was with and turned to the student calling him out saying that the student was being, “Racist, sexist, and a jerk”. They had a brief discussion about how what the student said was inappropriate and that he should try talking to this teacher if he needs help. Overall, the incident was not that intense with the student simply walking away afterward and it ended quickly, but it made me realize this was the first time I had seen a teacher address a student who was looking down on a specific group of

Today was a very interesting day in Mrs. Beach’s classroom. When I arrived, Mrs. Beach asked about how my lesson went last week and began to explain what today was going to look like. Since today was the last day of school before Thanksgiving Break, Mrs. Beach was using the entire school day as a catch-up day. During my entire observation, the students were working on missing assignments. The teacher has a small whiteboard at the front of the classroom with a list of the recent assignments that have been done in class. If students had not completed or turned in these assignments, their number would be written under the title of the assignment, indicating that it was incomplete. Many of these assignments were very simple and were having students practice their math and writing fluency; however, all of the students were working on publishing their Turkey writings. Some students were still in the rough draft stage of the writing process, but the majority of the students were working on their publications. With that being said, it was pretty challenging to help students on these assignments since they mostly involved copying a story or quick recall; therefore, I spent about a hour and fifteen minutes of my time walking around and taking notes about the things that the students were working on. There were a few times where a student had a question and I was able to answer it, but for the most part, many of the students were independent.

The American education is overly stressful and outdated. Neither student nor teacher genuinely want to be there. Students either want to go home or learn something they believe will be helpful in adult life; Teachers either want to go home or teach students who aren’t bored and are willing to listen. Teachers and their student counterparts tend to build a wall made of boredom and disrespect between themselves, making the hour long lectures and lessons that much more unbearable. Many times the feeling is mutual for a simple reason: neither teachers nor students always want to be at school. The harsh routine of 8 to 3, sometimes longer, isn’t ideal for virtually all people trapped in the tiny walls of this repetitive cycle. Mutual boredom causes disrespect, making the teachers’ jobs harder and the students’ emotional health to suffer as their grades do.

The importance of teacher’s wellbeing and their impact in the classroom, shaping and molding of the young minds that parents send with confidence to school every day of the week. (NSW Department of Education and Communities, 2015) The stress levels in the teaching profession are amongst the highest of any occupation across many countries. (Stoeber J & Renner D, 2008) The pressure associated with high student expectations and their demands, knowing their content of work to engage a classroom audience, their high workload levels, vulnerability due to responsibility, involvement in over 1000 interactive communications per day with students and their continuous deadlines for paperwork and admin duties, all

On September 25, 2017, I attended the Dallas Center- Grimes school board meeting at Heritage Elementary. When I arrived, a typed-out agenda was provided to each person in attendance. The meeting began promptly at seven o’clock p.m.

When walking into Mrs. Fatones’ second-grade classroom one can almost feel the positive atmosphere from the smiling faces of the students. The classroom had a very traditional look to it. The rows were set up in aisles but each child had a partner except for one child who was considered the “trouble maker”. Mrs. Fatone preferred to use the chalkboard rather than the smartboard and her desk was directly in the front right corner overlooking the whole classroom. There were not many posters or work on display but on the right side of the wall was the “100 Board”. Every student that receives a 100 on a quiz or test, their work will be put up on the board. Mrs. Fatone stated “the students love this feature to the classroom because it gives them an opportunity to shine. I also see that it pushes students to try to do well on quizzes or test.” The 100 board enhances the physical environment because it gives students a sense of belonging and achievement.

The purpose of this analytical review was to observe two different classroom environments and examine the setting in relation to promoting collaboration as well as promoting high expectations for learning success. As I observed an inclusive classroom and a self-contained classroom for an entire school day, I witnessed many teaching approaches that worked well for students and benefitted their learning experience and success, such as station teaching. I also noticed approaches that did not work well and realized how important it is for co-teachers to plan effectively. Based on research based evidence and practices both classrooms will be compared and suggestions for improvement will be highlighted.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.

As I walked into the school the first thing I noticed was the student work on the wall. I could observe the whole writing process on the wall from beginning to end. It was amazing to see their ideas, turn into a rough draft, and then turn into final published pieces (p.143). The school’s focus on integrating literature into every subject was apparent. Students had to write how they found an answer in math and had vocabulary words they learned. Also, in art, they found an opportunity to integrate literature. Every chart, mnemonic device, and procedure had a purpose. I only spent half a day at Ozark North, but I know the teachers set high and ambitious goals for the students, and the students expect an engaging and productive day when they walk into the school.