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.

While not every teacher teaches the exact same, there does exist a few, fairly common similarities between those I was able to sit in on. Of these commonalities, there were positives and negatives. Typically, one of the first things I noticed during observations of a “good” class was that from the moment students entered the room they knew what to do. Out of the ten observed classes, eight used some form of bell-ringer that was displayed before and during the ringing of the first bell. Yet, of these eight, only four classes successfully engaged in the bell-ringer. Of these three, there was only one that required the teacher’s full input, which came in the form of reading the question. Even still, the four classes that successfully started off the classroom’s time with learning did so out of routine. The two classes that did not use bell-ringers while I was observing did so voluntarily. One was because the students were to be engaged in a Science project within the class, and the other was because they were expecting to leave to take student yearbook pictures. Excluding the Science outlier, classes that did not start off with a bell-ringer or some form of question/activity at the bell tended not to transition as smoothly into lecture or the next planned activity.

I found the parent panel very informative – I loved being able to hear from parents about their opinions on important school related subjects such as new teachers, multicultural education, and homework. Personally, the most interesting aspect of the panel was listening to the parents speak about their thoughts on multicultural education. All four parents expressed that they did not see the importance of multicultural education being included in their child’s school curriculum. One parent explained that her daughter’s school has a culture night where families can come dressed up in clothing specific to their culture and bring ethnic food dishes. However, this parent said that she is fine with that being the only multicultural aspect in her daughter’s school. I found these statements interesting due to another class I am currently taking – ED 525 – whose sole purpose is the implementation of multicultural education into classrooms. In the class, the professor stresses how multicultural education is one the most important aspects of a school’s climate; I was surprised to hear from parents who did not agree.

While reading chapter 3 this week, there were three main concepts that stuck out to me more than some of the other did. The three major concepts which got my attention while reading were; literature as content, reading hypothesis, and question of transfer. To me, all three of these concepts have a major part in today’s education system and making sure that all children are getting the correct information and knowledge needed. Of course, everything that was mentioned in this chapter holds an important key to writing and reading in the education field. Although for me these three concepts listed made me really think about.,m;lpo9 what I will want to do within my future classroom. To give all students the best start to the rest of the school career and in later stages of life. I want to be the teacher who does everything possible to make sure every student feels like they are given the best care and aren’t stressed or overwhelmed with the things going around them. Reading and writing are one of the most basic life skills needed for everyone and starting at a young age and continue to expand the student's knowledge of information.

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.

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

There were many ways to monitor students' understanding and achievement of the mastery objectives during my lesson. Students were continuously informed me about their learning and interpreting information through discussions, explanations, ans written work. These informal observations provided me with opportunities for instruction to be adjusted according to students' needs.

When I arrived to my classroom today, Mrs. Beach’s students were still at their special. This gave us about ten minutes to talk about my upcoming less. Mrs. Beach would like me to teach my lesson on October 24. I am not certain which standard I will be teaching, but I do know that I will be teaching students how to solve story problems using the standard subtraction algorithm. I am excited to teach this lesson, but I am also very nervous because I don’t know exactly how to introduce this topic to the students. At 10:10 A.M., the students returned to the classroom, grabbed their math baskets and sat down at their desks. I am constantly amazed at how well behaved these students are. I cannot to learn more about the management strategies that Mrs. Beach implements in her class.

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.

Being a teacher, I want to ensure that my students know that even though we may have different back grounds and be different from others that we will all love and respect one another. I worked at a school once and they had things labeled throughout the whole school. Like for Bathroom they school had it labeled bathroom and Bano. Taking this Idea, I will use it for my classroom and label everything in both the English language and whatever language the child speaks.

First, when this class began I knew I would learn a lot of beneficial information throughout my career as well as my home life. As the class progressed it helped me see things about myself that I did not think was there. The book has helped me see things about my personality I did not think was there, but as the book ended it seems they were there all along. The class puts things in a perspective where you can hypothetically see yourself in at the workplace. It makes you think about different types of issues people experience daily and helps you learn how to handle them in a professional manner that is best for you, the customer, and the business. Sometimes we must go an extra mile to please people, but it is all about doing the right thing the first time and making people happy at the end of the day.

On December 5, 2017, I spent my fifth session with class 3-213. As a prospective student teacher, this day provided me with a plethora of information regarding questioning. For my first few weeks of observation, I focused on the differing forms of instructional planning, assessment, and interdisciplinary instruction. However, this week I listened carefully to the types of questions the teacher asked the students. Mrs. Diaz is truly a remarkable teacher, who carefully plans her questions to execute informal assessments. She uses these questions to measure student performance, while simultaneously stimulating collaborative and encouragement in the classroom. Based on this idea, Mrs. Diaz continuously asks questions throughout the duration

On November 11, 2017 I attended the Victoria Crossroads Council for Math Educators from 8:00 a.m. to 5:00 p.m. This event is hosted twice a year, once during the Fall semester and once during the Spring semester. The conference is hosted by Dr. Barba Patton and Dr. Teresa LeSage Clements. Students in the education program at UHV in Victoria and Katy, come together to present and teach lessons on Science and Math. There is a morning keynote speaker, a lunch speaker, and a closing ceremony speaker the speakers are individuals involved in the field of education that present on topics regarding education.

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.

When starting this class, I was a little concerned as I only have one class of my own this year and thought maybe I was taking the class at the wrong time. The more in depth we go in this class it is helping me more and more at my school because of the types of differentiation we are doing this year. I always thought I differentiated my lessons but through this class and my co-teaching experiences this year I’m learning that I have not differentiated enough. I have felt a pride in knowing that the music that I incorporate into student work time is beneficial. I also am glad to see that the use of pre and post assessments is important.