EDUC 350: Observation Report

The teacher demonstrated her patience by helping the student with his presentation and not hurrying him or making it seem like she was just ready to get it over with. I also learned that students respond to positive emotions sent their way. Another one of the things that I thought she did that was important was changing her lesson so that the students that were not interacting with other students on their own could feel included. I believe that may be the most important of all the aspects of the emotional regulation she chose to use. I know I will definitely be using her “student artwork” idea throughout my classroom as well as having a calendar to celebrate student birthdays so as to not make any feel left out. Overall I enjoyed this observation because I related to it some with my past and I know if I had a teacher like her in my life, I may have developed differently in a more positive light. The reason why I want to be a teacher is to make a difference in children’s lives just like my observation teacher has done in her classroom and continues to do every

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

Also within the school is a very diverse group of children with around fifty-seven percent of students identifying as white, nineteen percent identifying as black or African American, and seventeen percent identifying as Hispanic or Latino.

The setting is Washington Elementary School in West Orange, NJ. The grade I picked is first grade. The age group in the class is between the ages of five and seven. The subjects they learn are math, language arts, social studies, and writing. But they focus more on reading and math throughout the day. There are 8 girls and 8 boys in the classroom which makes 16 students in total. The class is divided into three racial and ethnic groups which are Latino or Hispanic, African Americans, and Asian American. There are about 1 Asian American, 6 Latino or Hispanic, and 9 African Americans.

A majority of the students in Middle Tennessee Public Schools come from a low- income family household. The school in which I work, Clearview Middle School is not only low- income, but is also a “priority” school. Priority schools are in the bottom five percent in being in the category of lowest- performing in the school district. The population of students at Clearview Middle School are majority African- American, but the cultures among the school are rich and diverse. Many students at Clearview Middle School have high potential of achieving great academic success, but fall short due consistent classroom disruptions throughout the day.

Today when you look at our country you think of it a somewhat of a melting pot or a mixed and diverse population. When you look at the populations, even in small towns you see multiple different races and cultures. This then leads to our workforce where you see that same type of diverse culture entering the workforce in the communities they live in and the ones around them. Our workforce hasn’t only changed to multicultural, it also has more and more woman as well.. If we look back 50 years you see that woman and individuals with a race other than caucasian had a very hard time finding a place

Furthermore the questions that guide this study are: “(1) how and why teachers participate in practices and policies that may undermine minority students’ academic achievement, (2) how elementary students respond to these practices and policies, and (3) the implications of

Their attendance rate was 96.4% on the school year of 2013 to 2014. On campus they have a 1.8% of African Americans, 49.6% of Hispanic, 46.3% of White, 0.4% of American Indian, 0.6% of Asian, 0.0% of Pacific Islander and a 1.2% of students that belong to two or more races. 73.9% of their students were economically disadvantaged, 34.3% were English Language Learners and 6.9% were Special Education. The mobility rate of the campus on 2013 to 2014 was 21.3%.

The faculty for the district consists of 146 teachers. The female population is 88% and the male population is at 12%. The majority, 88%, are white. 3% of our teachers are African-American, 5% are Hispanic, 1% are Asian, 2% are multi-racial, and 1% are American Indian.

I don’t feel I managed equipment or space well in this lesson. I should have had the paddles out and the balls ready instead of having the students get them out of the ben. However, I do feel that I managed teacher movement well in this lesson. I made sure that I was moving at every moment that way I could accurate feedback to my students. If I had a group of 14 students, I would then break them down into groups of 2 or 4 depending on what sporting we are playing. I would do it this way so that I can see everybody and give appropriate feedback.

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a

For the most part, the students were behaved and engaged in the lesson. Most of the students were actively participating in the lesson and discussing the North East region. A few students, at times, were calling out and a little chatty. I have a very nice class but, at times, they can be very talkative. In addition, there were a few students that were either, not sitting properly or were distracted and in need of redirection. At the end of the lesson, I reminded the students that I was looking for students that were waiting nice and quietly to come up to the board to drag and group the states.

Initial thoughts: There is many technique Ms. Rollison can use to help with her students behaving appropriately in the classroom. One technique she could use is at the beginning of the year ask the students what type of rule they would like to have in the classroom. The student will more likely obey the class rules because they had a part in

The school population consist of 45 % African Americans, 40% Hispanics, 9% whites, 2% other or more races, 1% Asians, 1% American Indians and 1% Hawaii Natives.

There are approximately 900 students at Lincoln Middle School, of which around 6% are African American. The students will be given a