Flipped Classroom Research Paper

As the new Athletic Director here at Calvary Christian School, I hope to give you all an overview of my background and why I will help your kids grow as athletes and people. I was born in Columbus, Georgia to Jerry and Kendall Ammons. I have one younger sibling, my little brother Tyler. I was raised within a Christian home and accepted Christ as my Lord and Savior in 2003. I have strived since then to live my life according to the purpose that God has called me upon. As an alumnus of Calvary Christian, I understand the difficulties of high school. I also understand that as a two-sport high school athlete, there are more difficulties that happen. Not only do I know what it is like to

Gewertz, Catherine. Education Week 24.14 (2004): n. pag. Education Research Complete. Web. 20 Oct. 2013.

Preparing for the In- Class Essay was definitely a struggle for me. I found every possible way to procrastinate, yet a small fragment of time was dedicated towards prepping for the In-Class Essay. I looked over the notes I had written over the book, and even google notes on the book to refresh my memory of the book without having to read it again. I felt confident in my preparation for the In-Class Essay, however I still felt butterflies walking into class that day. I have never been a fan of writing timed essays, and writing my essay on Wednesday did not change anything. I struggled with thinking quick on my feet and figure out which question I would answer. I found two questions that I was fond over, but debated over which one I could write

Do you believe that the background that adolescents extend from should place limits on their success? Your answer is most likely no. After school programs are one way to support and positively influence adolescents as a whole where externalizing circumstances may present obstacles. After school programs are essential for at-risk adolescents, because they provide social, behavioral, and academic benefits. The After School Alliance’s 2014 America After 3pm Report notes that as of 2014, eighteen percent of juveniles in the United States are active in after school programs, a three percent increase since 2009, and just short of twenty-five percent of families are dependent

The transition from high school learning to college learning is a big change. We are taught to remember and recall information, but never actually analyze and create. There are many factors that can determine whether or not you are cut out for college learning. Even if high school was hard for some college learning might be there specialty. Especially if your like me and prefer hands on learning. I have experienced that classroom learning is not the proper way to learn, and it is difficult to switch from memorization to interactive college learning. This is due to the fact that in college learning you are given so much more freedom to pass or fail on your own, while in high school you are guided and hand held by most or all of your teachers. I plan to make the learning transition by following a couple simple disciplines I set for myself. I will make studying my first priority, keep a clean clear mind so that I will have no distractions, take as many notes as needed, and interact more with classmates and professors. By following these simple rules I should make it through the transition without falling behind.

There are many different types of attachments that I have observed in the Magnolia classroom. Some are attachments to the children’s personal belongings and others are attachments to people, such as the teachers. Growing out of these attachments is good for the children’s social-emotional development.

I chose to teach in a first grade class room for my self-observation because I have previously taught in first grade and thought that I would be familiar with the age group. Originally, I anticipated being able to use the curriculum with which I was also familiar. However, I ended up writing my own lesson plan outside of the given curriculum. This action would not be allowed on a normal basis at my school, but was allowed for a special occasion. I plan to organize this paper in a manner following the Emergent Literacy chapter in our text (Tompkins, 57-84) in order to provide structure. Under each heading, I will examine the successes and the failures.

Since our group was the only physical education group in the class, I feel like our strength was the ability to bring energy to the classroom. We all did a great job at being energetic and keeping the students engaged in the lesson. We also did a nice job on our delivery and giving multiple medias for learning the material. I thought a strength of our planning and delivery was the activity in our lesson to apply the knowledge learned. As a group we did a good job at going through the rules and applying them to the classroom.

If you are a teacher, imagine this scenario. It is the first day of school and you walk into a classroom full of students; their never ending chattering and gossiping growing louder as you take your seat. Now you begin to wonder, 'what can you do or say that will allow you to grab each and every students' attention so that they actually start listening to you?’ Unsure, you start off by greeting them and become slightly disappointed as most of them do not show you the same enthusiasm as you did. You sit there baffled, wishing for a way to present the lesson in such a manner that would enable you to captivate your students, thus achieving pin drop silence in the classroom.

The lessons were taught in a classroom in a New York City public school. The school is in a low-income neighborhood in Sunset Park, Brooklyn. The school’s demographics consist of a majority of Chinese students followed by Hispanic students. A majority of the parents of the students in this class do not speak English. The students were engaged throughout the lessons and it helped that they experience a positive learning environment in this class.

1. Since I was in a middle school setting, I was given the opportunity to observe multiple classrooms which a variety of different students. In my first class, I noticed that most, if not all students were African American. The ratio was 22:1, where about 18 of them were boys. The second class I went to, had a ratio of 19:1. The ethnicity in this class was again, mostly African American, with a few Hispanics and Caucasian. The third class represented a ratio of 20:1. The ethnicity was made up of mostly Hispanics, Caucasian, with 1 African American child. My final class ratio was 18:1, where most students were Hispanic and African American.

I observed Ms. Bannon’s third-grade classroom that consists of twenty-three students in the Lower East Side Manhattan. Her classroom was very well organized with colorful labels, completed classwork a along the windowsill and the students’ desks were arranged in groups. The lesson I will be referring to is Mrs. Bannon’s lesson on finding the main idea in English Language Arts. The Common Core Standard Ms. Bannon used was ELA.RL.3.2, ELA.SL.3.2. Her lesson objective is to, “Identify and write the main idea of a story in one sentence. ”

I have learned so much in the fifteen weeks of this course about how children think. How my future students may think and how things can affect them. Such as poverty, trauma, learning abilities, primary language, and health issues, these are just the tip of the developmental iceberg. Students are exposed to so much before they can understand it and teachers need to be ready for anything they may bring in to the classroom.

Students in classrooms complain of having to sit in classrooms all day. A story from ideas demco about changing the seating in classrooms is, “With 7 different types of seating available, it took about 2 ½ weeks for students to try all of them. After that time, I allowed students to “free choose” each day. It became obvious after the first several months that students could handle working with their friends, and we eliminated the signs. I had a few issues with students not being able to focus, but when I did, I simply asked the student to move to a new spot with his or her comfy seating. It wasn’t a problem because they couldn’t argue with my philosophy that students should be able to be comfortable and learn at the same time. I was able to get more teaching done, and the students were able to get more learning in, as they quickly got ready each day so as not to lose their choice spots. After the first month, the students were ready to eliminate even more desks. I asked if any students wanted to “desk/locker share” with a partner. This brought on a HUGE response. Pairs quickly formed, and students moved desk items into one space instead of two. We eliminated another 6–8 desks. Collaboration and neatness came into play for those sharing storage space. Desks were becoming a place to work instead of “homes” for individual students. We finally had only 6 desks out of the original 30 by mid to late September. I placed a tablecloth over these after we emptied them and gave the remaining students cubby bins. Now that all students had a bin on one of the bookshelves against the wall they no longer wanted the desks.”

This semester of co-teaching has been very eventful and eye opening. I not only learned about what I might find challenging about teaching, but also what I love about is as well. During my last lesson, while visiting with students, I was content as my role as a teacher for the first time in a while. I was more confident and comfortable and cared less about what the other teacher and students thought of me while I was working with students. During this lesson, I was also able to interact with most students one-on-one and explore their drawing and creativity with them, which was amazing. Working with this particular group of students really showed me how different students can be within one classroom setting as well, the good and the bad differences. Working with this particular teacher, I also learned about who I want to be as a teacher to my students and how your approach to teaching can either increase students’ educational success or it can hinder it.