Ict Classroom Reflection

Education in classrooms are getting a different twist these days. In order to get kids more engaged at learning, teachers are trying to figure out ways to get then interested. With a handful of technology available that can distract kids from learning, teachers are using that same technology as a tool for learning.

When technology is implemented effectively and when it is not merely a replacement for paper or a required elements of a lesson, technology can help both students and teachers to gain access to information, demonstrate knowledge in unique ways, and communicate with authentic audiences. The ability to share information is infinite as students become not only consumers but creators of ideas as well.

Technology is often used for the wrong reasons in the classroom. Teachers find a new idea and jump on the “technology band wagon” without considering if this is the best use for the digital tool. When planning lessons using technology, consideration needs to made as to how the tool will enhance the lesson or will it just be an added feature.

While not every teacher teaches the exact same, there does exist a few, fairly common similarities between those I was able to sit in on. Of these commonalities, there were positives and negatives. Typically, one of the first things I noticed during observations of a “good” class was that from the moment students entered the room they knew what to do. Out of the ten observed classes, eight used some form of bell-ringer that was displayed before and during the ringing of the first bell. Yet, of these eight, only four classes successfully engaged in the bell-ringer. Of these three, there was only one that required the teacher’s full input, which came in the form of reading the question. Even still, the four classes that successfully started off the classroom’s time with learning did so out of routine. The two classes that did not use bell-ringers while I was observing did so voluntarily. One was because the students were to be engaged in a Science project within the class, and the other was because they were expecting to leave to take student yearbook pictures. Excluding the Science outlier, classes that did not start off with a bell-ringer or some form of question/activity at the bell tended not to transition as smoothly into lecture or the next planned activity.

Today at my placement, I noticed a different kind of interaction my teacher was having with his students. Instead of focusing on academics or connecting with the student, the teacher was trying to monitor the language, attitudes, and dialogue that happened in the classroom space. The interaction happened before the first period started. There was a student at the teacher's desk getting help with an essay and two other students talking a few feet away. One of the students who was talking made a comment that one of his female African American teachers was horrible because she did not know how to teach or speak. Though the student did not directly say the teacher did not know to teach or speak, the emphasis he placed on the teachers race and the explanation, “she does not speak well but I guess she cannot help that”, made it clear that he meant that the problem was because she was female and African American. My cooperating teacher upon hearing the comment stopped helping the student he was with and turned to the student calling him out saying that the student was being, “Racist, sexist, and a jerk”. They had a brief discussion about how what the student said was inappropriate and that he should try talking to this teacher if he needs help. Overall, the incident was not that intense with the student simply walking away afterward and it ended quickly, but it made me realize this was the first time I had seen a teacher address a student who was looking down on a specific group of

Today was a very interesting day in Mrs. Beach’s classroom. When I arrived, Mrs. Beach asked about how my lesson went last week and began to explain what today was going to look like. Since today was the last day of school before Thanksgiving Break, Mrs. Beach was using the entire school day as a catch-up day. During my entire observation, the students were working on missing assignments. The teacher has a small whiteboard at the front of the classroom with a list of the recent assignments that have been done in class. If students had not completed or turned in these assignments, their number would be written under the title of the assignment, indicating that it was incomplete. Many of these assignments were very simple and were having students practice their math and writing fluency; however, all of the students were working on publishing their Turkey writings. Some students were still in the rough draft stage of the writing process, but the majority of the students were working on their publications. With that being said, it was pretty challenging to help students on these assignments since they mostly involved copying a story or quick recall; therefore, I spent about a hour and fifteen minutes of my time walking around and taking notes about the things that the students were working on. There were a few times where a student had a question and I was able to answer it, but for the most part, many of the students were independent.

This semester, I had the pleasure to serve more than 12 hours with Lacey Spring Elementary School in the Harrisonburg area. Lacey Spring placed me in a math and reading focused curriculum in which I got to work side by side with a third grade student named Josh. Josh was in Mrs. Lowe’s classroom. My first impression walking into the room was a sense of homeliness. Color, pattern, texture, and student work was prominently shown. Additionally, the school had excellent resources, such as laptops, that all students could utilize to further their learning.

2.    I am an activist. Walking into ETST 111 on the first day I was excited to critically analyze the history and repercussion of predominate movements that have undoubtedly affected the way in which society works today. Moreover, I was intrigued as to how my previous work as an activist will translate in my academic strives to understand what great movement building concepts are. The simple congregation of the class serves as a median to begin dialogue. I was curious to see how the structure of the class was going to mediate the aforesaid. In this part of the assignment, I will critically analyze how effective and ineffective the course structure, content, format, grading and decision-making process was for the class:

The above question is answerable according to the researcher’s expertise, time and resources. Hollis (1995) states “through this study I hoped to find that multimedia technology would be conduit that my students needed to acquire new knowledge, develop new concepts, and express strong understanding” (p. 2). As an educator of 24 years, the teacher

Active: Teachers can start using technology not only to deliver a lesson but also let students to engage with the technological tools. For instance, using smart-board is becoming more popular day by day, and teachers are using it in their teaching activities. However, just showing videos on smart-boards to students relevant to the context that they are learning will not enhance students’ engagement and learning. Thus, teachers can allow students to deliberately engage with technological devices. For example, while teaching numbers, instead of just showing the numbers and the objects, and asking them to calculate, teachers can give them opportunities to draw numbers with their hands on smart-board. In this case, as they will be engaging with the technological device, their attention will be higher, and they will learn easier.

On September 25, 2017, I was unable to participate in class due to an infection. However, I was able to observe and evaluate the others in class. This opportunity allowed myself to view the students’ body alignment, challenges, and the ability of picking up phrases. Not only did I observe the students, but I tried to imagine myself in the space and wonder what would have been difficult for me.

2) Describe a time when you were on a team that was dysfunctional in some regard. How did you address the situation? (Teamwork)

The compelling question that I plan on using for my inquiry lesson is; “What are some important physical and behavioral adaptations that help animals survive in their environment? Students will work in pairs to investigate two animals in a symbiotic relationship, for example, Oxpecker birds and Zebras. Students will research the animal’s habitat, the animal’s physical and behavioral adaptation and how it helps the animal survive and how the animals interact with nonliving and living things.

At Rolling Green, many areas are used for gym classes now. The temperature recently just rose to the mid-60s. Before the temperature rose, students would participate outside on the schools tennis court, around the baseball diamond, and sometimes the old soccer field. Now, students are participating in the small gym towards the middle of the school building. This helps make it easier for students who didn't dress for the cold weather stay warm. As well as not fully protecting students, but avoiding possibility for children to get sick due to extreme climate change. In this reflection, I will give a brief description of the physical arrangements in the physical education classroom inside. I will then give a description of routines and procedures. Next, I will talk about one of the instructors grouping strategies and activities that stuck out to me the most. Finally, I will speak about one change I would make, and why I would make that change.

As I am studying to become an elementary teacher, I am discovering new strategies and disciplines that have helped me become a more active learner and efficient educator. I admire the saying; we teach what we learn. From my elementary education program and classroom field experiences, I have learned that what might work for one student may not work for another. As a future educator, I believe it is essential to continue to fill my teacher toolbox with research, exploration, and application of new methods and approaches to find what best fits the needs of my students. If I discover an activity or strategy that has worked for me personally or has been scientifically proven to work, I am more open to implementing it