Ell Classroom Observation

I observed a sixth grade classroom (eleven to twelve years of age) at a middle school in Ringgold, Georgia. The classroom seemed to be fairly even in regards to how many children of each sex were in the classroom. The majority of the students were white with a few african american and hispanic children among the mix. The sixth grade classes did not have enough employees to only teach one subject therefore, the teacher that I observed taught language arts and mathematics. The first thing you notice when you walk into the classroom is the mathematical shapes all along the upper wall like a wallpaper border. These shapes were projects from her students in the years before. The next thing that you’ll notice is the way the desks were set up. They were set up in three separate groups. One group of around twelve desks faced the

Trying to accommodate different students learning styles in an English learning classroom can be overwhelming. Having good teaching strategies can help English learning students learn more effectively. Using the best strategies will ensure all students in the classroom have an effective learning environment. There are many instructional strategies that teachers can use in the classroom.

Effective teachers who used the SIOP Model in their lesson plan become an expert in linking language and content in their instruction and expand their quality to accommodate different levels of proficiency in their classrooms. To provide support to ELLs and mainstream students teachers must use all of the components of scaffold content and language instruction in their lesson plans. The difference between teaching ELLs and mainstream students is the level of proficiency and approach of students, to help narrow the achievement gap between ELLs and mainstream students ESL teachers must write clearly define language objectives and share it with the students at the beginning of every lesson, model academic language in the target language

One of the U.S. educational challenges of today is meeting the educational needs of the English language learners. This growing diverse population of English learners has to simultaneously learn to build their English language proficiency and the content area within their grade level standard. This makes it a double challenge for them and their teachers. After observing a lesson based on a video simulation of a classroom, I will discuss five components: comprehensible input, ongoing specific and immediate feedback, grouping structures and techniques, building background and vocabulary development and student engagement that were integrated into the lesson. I will then discuss what methods and techniques should be utilized when

The student make-up of the class consisted of three African American females, two African American males, one Caucasian male, two African American/Caucasian males, and two Hispanic male students. Three of the students are in third grade, four are in fourth grade, and four are in fifth grade. There are no ELL students, nor students with physical challenges. One African American male wore glasses for his vision, other than that, there were no noteworthy

My experience observing students in a 5th grade ELA classroom over the course of the last eight weeks has been both fulfilling and beneficial in the aspect of being one step closer to achieving my burning desire of becoming a teacher. Within my short time at Big Ridge Elementary, I had the opportunity to take over tasks such as making copies, laminating materials, grading daily quizzes, preparing report cards to be sent home, in addition to simply observing student interaction during individual and group work. I was given the chance to partake in car line and recess duty with the teacher I had the pleasure of shadowing. Many of the skills and tips I was given along the way will be carried throughout my remaining time

a) Decide what the students already know about the language being focused on in the lesson.

My first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience.

I had an opportunity to meet the ELL teacher who is responsible for educating ELL students in the district. She allowed me to observe her teaching a couple of students at Brighton Elementary School. The teacher informed me that she teaches ELL students using Scholastic books and a Scholastic app. Additionally, the scholastic app is usually used to help students replace missing words in a sentence, assist students with pronunciation, punctuation, & comprehension. While I was observing her class, the students would click on a word and the computer would pronounce the word for them. This is a really good way for students to learn how to pronounce words accurately. I also observed her using several strategies to facilitate these students’ understanding of English as a second language, for instance, she mentioned one strategy for capital letters “you step on gas” and another for periods “you brake”. Another strategy that she uses when teaching them to write sentences is “Mr. Space”, which is the size of a Popsicle stick, and it allows the students to put appropriate spaces between each of their words. The students are required to take a test at the end of the year to measure their progress. Students are supposed to show growth and progress and this data is communicated to the student's parents.

For my observation, I observed a second grade general education classroom at Emmanuel Children’s Mission. The day of my observation, I met with Mrs. Cooper, the classroom teacher to go over the purpose of me examining her classroom, which is to observe three students. I observed two boys and a girl, one African American boy and the other boy and girl were Hispanic. They all were seven years old. Student A, the African American boy according Mrs. Cooper, he is on the spectrum and receives small group instruction through RTI. Student B, who is the Hispanic boy he is learning well thus far, without any signs of a learning disability and so is student C, the girl.

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four