How To Skyline High School Observation

My third grade class at P.S 45 is an ICT class where half of the students are low-functioning and half of the students are general education. My classroom contains 29 children, 15 boys and 14 girls of mixed heritages. The majority of my students are Hispanic and African American; however, there are a few students who are Caucasian and Asian, too. The class consists of many students who have an impulsive tendency of constantly getting out of their seats. When this happens, it breaks the focus of other students and disrupts the lesson. Most students come ready to learn, but some of the students lack focus due to insufficient sleep and nutrition. Some students are more skilled than others; however, most of the class is struggling academically. My class requires special and differentiated instruction. Twelve students in this class

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

What type of assessment did the teacher use and what is the purpose of this assessment? Was it effective? Why/ why not?

A typical day consisted of, casual conversations between students, Mrs. Hughes, and myself while we wait for more students to arrive. The older female students often got side-tracked talking to one another and on their cell phones. I noticed the majority of the students who come to class are the intermediate/ advanced students, only two beginner students came throughout the entirety of my service. At most, only seven intermediate/ advanced students came to class. Yet, there were two constant students in attendance, Rose (intermediate) and Vicente (advanced). I consider both Rose and Vicente the most driven students in the program, their attendance and participation in class speaks for

The students and staff alike work together and collaborate to make the learning and experience of school meaningful. The teachers in each grade band are close and have been working together for many years. Even though the school is only 15 years’ old many of the teachers have been here for seven or more years. The kids are all different in everything to culture to learning types. The students in the class range from kindergarten levels all the way up to about 9th grade levels, even though this is a special education class. We have seventh and eighth grade students only in this class. There is one student with Downs Syndrome, a few with a specific learning disability in reading, math or both. We also have a student in because he is the “trouble kid”. This specific individual is incredibly smart but he has behavior problems and he can be difficult to teach or otherwise have in class. The atmosphere here in the class is different than in the individual classes. There is none of the regular gatherings of students in this class. Everyone is helpful, caring, accepting, kind and joking with one another.

As a Middle School Language Arts teacher, I have found that assessments are a daily part of our job. Everything that my students do in the classroom ultimately ends up being assessed in some sort of way. I must admit that it can at times be overwhelming for assessments to be such a huge part of our curriculum; I understand the necessity of each one. I haven’t always been focused as intently on assessments. I really didn’t consider the importance of assessments as much. As I gained experience and knowledge I realized that assessing my students provides me with information that makes my job more successful. I believe to effectively teach my students, I must understand and implement the right assessments properly. My assessment philosophy is that to be able to ensure our students are learning and that we are teaching the right way we must include proper assessment for validation. With that being said it is very important to use different forms of assessments to gauge student performance. One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest In the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of students (Black 2015) This research supports the idea that assessments

The first day that I went to observe was in the morning from 8:30 to 9:30. When I arrived, the students were leaving the cafeteria from eating breakfast. Once they got to the classroom, they unpacked their backpacks, putting their agendas and folders into a basket on that is on the teacher’s desk. The students then sat down at their desk and began working on the morning journal. The journal topic for the day was “What is your favorite subject? Why?” One of the students wrote his journal within ten minutes, while it took the other students about thirty minutes for them to complete the journal. One of the students in the class kept getting out of his seat to come and talk to the teacher and paraprofessional. He wanted them to take a picture of him. They would tell him no and that he needed to return to his seat. He sat there for the whole thirty minutes and only wrote a few words down on his paper. Asking to have his picture taken is something that he asked them about ten or more times a day. At 9:00, the paraprofessional transitioned the students into a Language Arts lesson. The class uses Unique Learning for

Your students were started out loud and very talkative at first. In 3rd hour (Current Events), Lily Summers and Morgan Frye were absent. Morgan was absent due to State Track meet. We read the “Paddle Battle” and then discussed the article. After a very good discussion, they realize how the “corporal punishment” was semi real. That open some eyes up. We talked about why some teachers hand out detention and ISS, and about giving respect to teachers. In 4th hour (Science), Lily Summers was absent; and Morgan Frye due to Track. The students behave well. They took the test and then we worked on watched the whole movie about the moon. Lily did not get to do the test. In 5th hour (study hall), Morgan Frye was absent (Track). The students were loud and chatty. I had to gave the whole class warnings a few times. In 6th Hour (World History), Morgan Frye was absent (Track). They students worked on the study guide. I had a student from the HS side that needed talked to. She is going through a personal rough day and asked to talk with me to lift up her spirits. So, I

My third week at John Reith Elementary was similar to the previous week. I was getting familiar with the classroom routine. I would walk around and help the AM students with the math lesson. I noticed that a particular student was not working on the assignment. As I was helping the student, I realized the student has a hard time focusing and needs one on one instruction. Children with learning disabilities should not be immersed in a regular class because the teacher is unable to provide quality education to that student. After snack and recess, the AM students go into their different Winn groups. The purpose of Winn groups is to help the students with their language development, but the teachers are rushing through the lesson. The teachers only have 15 minutes to teach the lesson and have the students finish the assignment. 15 minutes is not

My first day in Mrs. Altuve's kindergarten class. Her classroom is very well organized and orderly set up with educational posters on the wall such as the alphabet, days of the week, numbers, and a behavior chart filled with her students names. In Mrs. Altuve's class, she has twenty-one students in her class. There are eleven male students and ten female students. The way her desks were set up were together to form a group. The ethnic background of the students in the class was ten African-American, five Caucasian, and six Hispanic. The students were seated in her group of four desks together and each student had their name tag in the center of their desk.

The classroom being observed is a 4th grade class at PS 131 in Fort Hamilton Parkway, Brooklyn. There is no special need students in the class, and most of the students are on track with their age, only couple students are a little bit behind. The class consists of 28 students and only one teacher. The class is diverse but mostly are Hispanic and Asian students. The teacher named Ms. Acevedo. She is nice and her teaching style is authoritative, so the students are well behaved in the class and they get along well with the teacher.

Decide on a signal you can use to get students’ attention. Teach them to respond by focusing on you and maintaining complete silence.

I was in a grade 3 classroom with 20 students, 13 girls and 7 boys. One student had IEP and other student had learning and language difficulties. The classroom was well organized and students were extremely engaged. The desks were placed in rows. At the end of the first week, I was able to know each of the students as a learner. One student loves cats and dogs; another is a hockey player. One student loves to write; another has trouble creating complex sentences but can solve math problems. I aimed to teach this varied group so each

According to my CT every assignment is an assessment. Throughout the year both formative and summative assessments are conducted in his classroom. The formative assessments my CT carries out usually are pretty informative, but also makes the students use their critical thinking. Many of the formative assessments are done with partners and allows the students to be creative. The summative assessments on the other hand are pretty bland. The majority of the summative assessments are multiple choice tests. While this form of assessment has been the go to for years, I do not believe I will be using it in my classroom. Multiple choice exams provide right