Essay On Teacher Observation

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

Mr. Rose presents many descriptive vignettes of teaching professionals in his life who have influenced him both positively and negatively and whom he has retained for emulation or distinction. These characters in his life include teachers from grammar school throughout his college experience. All have in one way or another left a considerable imprint on his recollection of school and learning.

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry

My observation for the spring semester was placed at Pine Richland High School. I was able to watch over John Dolphin’s twelfth grade British literature course. John Dolphin has been teaching at Pine Richland for the past eighteen years. I went to observe his class three times. Two out of three of those visits I was able to be at the school all day long to really get the feel of the way it is like to be at the school all day and seeing the difference of his eight classes. Throughout my time there I learned different strategies on how to keep the students involved, the way that a school of this size is ran, and the difference of how John taught compared to my previous observation teacher.

In everything we do, even if it is our best performance, there is always room for improvement. It could not be different in a career such as teaching. Teachers are always self-reflecting to analyze and evaluate their own teaching methods in order to find out what works and what needs to improve. With this information in hand, teachers can come up with strategies to improve certain areas of their teaching. There are many tools teachers can use to self-reflect. As a teacher, I will continually evaluate the effects of my professional decisions and actions on students through self-reflective journals, video recordings, students’ formal and informal assessments, peer support, student and parent evaluation, and suggestion box.

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

Supervisors’ provide effective formative and summative feedback, promote growth and self-assessment in the trainee, and they also have to be able to conduct their own self-assessment. These skills encourage the trainee in the process of supervising. Clinical supervision is defined as: “An intervention that is provided by a senior member of a profession to a junior member or members of that profession. This relationship is evaluative, extends over time and has simultaneous purposes of enhancing the professional functioning of the junior member(s), monitoring the quality of professional services offered to the clients she, he or they see(s) and serving as a gatekeeper for those who are to enter the particular profession” (Bernard & Goodyear,

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

Week two of field observation at Crestone Charter School. My Second week of field observations was really fun and interactive. I had the opportunity to work with several students from the k-1 class with special needs. We traveled to several reading stations and did a read along with the fourth and fifth-grade students. At arrival, I met with the main Para, Ammie Morphet and was informed that Lexi whom is one of the charter schools highest priority/needs students was the student I would be working with. Lexi usually has a personal in class Para that works with her throughout the day, but she was out sick. Since I know Lexi and have personal experience working with her we came to the conclusion that it would be best if I assisted with Lexis daily routine and any other classroom needs. This allowed Mrs. Morphet to attend to the other students she had previously scheduled for us to meet with.

1) Define the problem/issue of interest and its relevance to the field of clinical supervision.

1) Define the problem/issue of interest and its relevance to the field of clinical supervision.

The Danielson framework for teaching is described by the Danielson group as “a research-based set of components of instruction, aligned to the INTASC standards, and grounded in a constructivist view of learning and teaching. The complex activity of teaching is divided into 22 components (and 76 smaller elements) clustered into four domains of teaching responsibility” Each component defines a different aspects of its respective domain. Levels of teaching evaluation tools provide rubrics that describe each component and provide a tactic for improving teaching. The Danielson group also states that “the framework may be used as the foundation of a school or district’s mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners.”

The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could