Examples Of Focus Observation

When the practitioners are planning, they can also ensure that they involve all children no matter what the mathematical ability to allow group learning and supporting one another which Vygotsky (Richard Culatta, 2015) says is how children learn best. Practitioners should plan for an enabling environment that promotes maths by surrounding the children in mathematical concepts and language, to support emergent maths. Practitioners should praise children. Practitioners should support all children’s development to ensure children and school ready and they are developing their emergent

Anghileri, J. (2006). Children's mathematical thinking in the primary years perspectives on children's learning (Repr. 2006. ed.). London: Continuum.

Context: For my project my will observe my friends child Leah, Leah is three years old and four months. I went to her home to observe her. Leah lives at home with her mom, dad and two older sisters. Her sisters are nine and six years old. When I arrived at the house Leah was sitting on the couch watching Wonder Pets, her favorite show. Only Leah and her mom were home at this time, her sisters were still in school and the dad was at work. I have been to the house many times before and Leah is very comfortable around me. My

Today I arrived at 8: 30. I organised the classroom and made it ready for pupils to come. After assembly we did some time table practice. Next we had a new lesson for numeracy skills and I supported a group of students. L. O. Was about the name of 2 D shapes and how can we recognise them. First Miss B explained about the topic and she draw the shapes on the bored.

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

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.

Every day, mathematics is used in our lives. From playing sports or games to cooking, these activities require the use of mathematical concepts. For young children, mathematical learning opportunities are all around them. Knaus (2013) states that ‘Young children are naturally curious and eager to learn about their surroundings and the world they live in’ (pg.1). Children, young and old, and even adults, learn when they explore, play and investigate. By being actively involved, engaging in activities that are rich, meaningful, self-directed and offer problem solving opportunities, children given the chance to make connections with their world experiences (Yelland, Butler & Diezmann, 1999). As an educator of young children,

There are different national frameworks and policies that are used for the development of mathematical learning from 3 to 8 years old.

Sarama, J., & Clements, D. H. (2006). Mathematics in kindergarten. (61 ed., Vol. 5, p. 38). YC Young Children. Retrieved from http://media.proquest.com.ezproxy.apollolibrary.com/media/pq/classic/doc/1129349361/fmt/pi/rep/NONE?hl=&cit:auth=Sarama, Julie;Clements, Douglas

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

Beaming from the moment I caught sight of her, i’m certain I spoke more in the short time that we were together than I did for the rest of the day combined. I can’t recall a time that I was unhappy to see her and I never felt like I was missing out on learning in the classroom with my peers. Actually, I welcomed the interruption due to the fact that in class all of the words looked like complete nonsense to me. My tutor had a way of making me feel special and moreover like she enjoyed spending the time with me just as much as I enjoyed spending it with her. Going to her office always seemed like the shortest part of my day, though it was also the part that I wanted to last the

My new assignment moved me to be with the fifth graders in Ms. Bolds’ room. I had heard of each of these students but hadn’t met them. It took some adjusting, and more adjusting, but I got to know each of these new fifth graders. We also invited some “pull out” students to our room every day for some extra help with Math and Writing. This made our room crazy at times. One of the things I love about this job is that I never have the same day twice.

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

During this time I helped to manage behavior and facilitate conversations with the students. Some of the students were hesitant to talk at first, but as I worked more with them, they asked if I could sit with them. After snack, the students moved to their classrooms for homework time. I alternated working in both classrooms, kindergarten through second and third through fifth. Homework time was challenging, because in addition to tutoring, I had to help monitor the students behavior. The students knew that the same rules from school did not get enforced at Chapel, so they tried to see how much they could push the rules. After the students finished their homework, they had free time in the classroom; there were a few games for them to play as well as crayons and markers if they wanted to color. When homework time ended, the students had a bathroom break then returned to the cafeteria for dinner. Like at snack time, volunteers sat with the students and monitored behavior and facilitated conversations with the students. After dinner, the students went home. Occasionally, the kindergarten through second grade students would have field trips to the library during tutoring time. I was able to go

Children at this age also have different skills related to numeracy. Fostering numeracy skills in early childhood education not only predicts for later Math achievement but also for greater literacy skills (NAEYC, 2009). Since mathematical concepts are often intertwined with so many areas such as science, literacy, dramatic play, block building, and more, math learning centers offering interdisciplinary materials and activities ensure that young children grow to understand and appreciate the real life applications of mathematical concepts (Fu, 2010).