I Visited Ps 181 's Language Arts Classroom

School staff (e.g., classroom teachers, instructional assistants) should be afforded training in basic instructional procedures that facilitate learning by students with special educational needs in the context of typical classroom activities.

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

For my observation, I observed a first to third grade special day class at a public Fresno Unified School District classroom in Fresno, California. When I first entered the classroom all the students, approximately 10 students, were sitting down on the rug in front of the class as the teacher was reading a short story to them. When she finished they would go over their reading assignment.

in classroom types and styles between these groups. I will also highlight and define the

I also realized that I needed to read more into classroom management. I noticed the teacher had withitness since she could conduct a reading group while watching and listening to the other 5 stations of students scattered across the room. She was able to read the book out loud to the class while noticing the students’ behavior such as a child who had put a rock in her mouth. The teacher calmly stopped reading and told the girl to spit the rock out and throw it away while exclaiming that rocks are not intended for our mouths or eating. Then she began to read again. I did not even see the rock from where I was

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

P.S. 369K is located within P.S. 133K in Brooklyn. Classes I observed were a 6:1, with an additional 2 paraprofessionals. The class was classified as autistic students with minimum verbal skills, ranging in age 7 to 8 ½. Students are considered having very significant needs, including academic, social and interpersonal development, physical development, and management needs. Many of the students identify as having severe difficulties with language and social skills as well. In the classroom, there was a class schedule posted with pictures for the day, as well as the week. A laminate daily schedules were also placed in front of each student’s binder. Desks were arranged in a circle rather than a row. Students were given cues of traffic lights

I attended May Valley Elementary for two hours each and on two different days. During these visits I observed two different groups of students in a resource classroom. The students were mostly being taught reading material, but would do some math toward the end of class. The first group of students had a total of five students with one female and four males. These students were all white children and all had IEPs. The second group of children had a total of seven students with five females and two males. The second group of children was all white children and all had IEPs.

We will teach a third grade class located at PS. 31 in Staten Island, New York. The classroom has a total number of 27 students; 15 girls and 12 boys. The classroom is ethnically diverse. Most of the students in the classroom are African-American, Haitians, Chinese and Portuguese. Even though the classroom is considered as a general education class, they are few students with learning differences, such as: visual, auditory, kinesthetic and linguistic.

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

My field experience took place at S Bryan Jennings Elementary in Mrs.Reid 's second grade classroom for a little over a month. During my time within the classroom I observed the subjects: reading, mathematics, and phonics, science, and writing. I also observed a teacher planning period. When I was within the classroom I observed the techniques the teacher used in the subjects, the programs used, the children’s abilities with the subject and/or topic, the students struggles within the subject and/or topic, the teachers struggles with students who did not understand, and the stereotypes that applied and/or did not apply to the classroom, teacher, and students. Within this dissertation, I will describe and focus on these observations in a more specific way following with observed examples.

For this guided reflection paper, I observed two classrooms, the first was “Mr. M’s” 10th grade, 3rd period ELA class and the second was “Mrs. L’s” 11th grade, 4th period ELA class. Both observations were done on April 9th at the same high school. The focus for this paper was the teachers and specific components of their lesson plans. Both classrooms were not only engaged in different reading materials but also in different parts of their unit plan. “Mr.’M’s” class was just beginning their unit plan on the novel The Catcher in the Rye while “Mrs. L’s” class was finishing up their unit plan on the novel The Scarlett Letter. Both classrooms had different, specific learning goals, activities, and assessments.

There was some differentiation in the fifth grade classroom, some students were given less to work on. Some ways that the work was modified was by providing paper to cover up problems that weren’t being worked on and graph paper to help some students stay more organized. The more advanced students were given more challenging worksheets when they were done. I did not see objectives clearly posted or stated in either classroom, which is

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.

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