Mrs. Henderson's Classroom Observation

Dr. Kendall is interested in the effects of teacher style (warm and supportive versus formal and objective) on the learning of mathematics by sixth

The first observation I made about the teacher, Ms. Hayes, was that she was very passionate about her job. I could tell this is in many ways, but mostly by the way the classroom was arranged. According to Lynch, teachers should “use every possible area of the room to create an atmosphere that encourages participation and learning” (Lynch, 2015, p.272). The student’s desks were separated and put into rows, but at certain points during the school day they were allowed to rearrange their desks and get into groups. I think this is a very efficient way to set up the desks because some students are easily distracted and other students like working in groups to learn from each other. There was a smart board in the middle of the room so every student could see it from their desks. The smart board helped the students when trying to understand multiplication. Another aspect to the classroom that I thought was very important was the reading rug. The reading rug is a good way to get the students excited each day to listen to a new story, read aloud by the teacher. I could tell Ms. Hayes put a lot of time and work into decorating the classroom to make it a fun and studious learning

Dacey, L., & Gartland, K. (2009). Math for All: Differentiating instruction, grades 6-8. (J. Cross, Ed.) Sausalito, California, USA: Math Solutions.

We have cubbies were students put their belongings. We have tables that either two to three students can sit and do their work or activities. A few ways to improve my classroom would be to have a few more educational poster like of nutrition, grammar (nouns, verbs, adjectives and etc.), separating the different elementary grade levels so they near posters that would benefit them and adding activity board where students can draw or use it. The positive things in the classroom is that the room is separated into two parts so kids doing homework is in one part and kids playing is in the other part. Also, having posters that are beneficial to what kids are learning in school and the individuals’ cubbies for each student and the

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

In this class observation and interview, it will be conducted with Mr. Fulton which is a math teacher at Governor Morehead School; which is located in Raleigh, NC. Mr Fulton’s class period meets from 2pm to 3:30pm. The Governor Morehead School for the blind which encourages students to strive for the highest levels of educational excellence. Mr. Fulton coming from a general education curriculum to a school defined as special needs is a change, however he expects the best from all his students. Mr Fulton can be reach via school phone number which is: 919-733-6192. I will attempt to show you what I learned when observing Mr. Fulton’s math class. I will let you know a secret, I do not math; especially Algebra.

Powell and Mrs. Molton’s class. My class was overcrowded and almost ten days into school a third of my class was taken to create a whole new class. Mrs. Powell was a new teacher and did not have much experience with young children. She was fresh out of school, single, and first grade was not her first choice. This attitude rubbed my parents the wrong way, but they never made me aware of their disapproval until I was much older. Personally, I enjoyed Mrs. Powell’s class. I remember even wanting to get to school early so I could play counting games in her room. First grade was a big year for math and it was the first time I had timed addition and subtraction tests. I had never been rushed to take a test before, which made me very anxious. This was the year my testing anxiety really began to emerge. I believe that my anxiety fed off of the teacher’s attitude as well. When Mrs. Powell became angry or was overwhelmed by her twenty, six year olds, she would assign a silent math test. In the long run, I see that it was good practice for my math memorization, but at the time, the stress was like nothing I had ever experienced. First grade was also my first year for spelling tests. Mrs. Powell taught us tricks to memorize words that I still use

Mrs. Smith demonstrated knowledge in both Math and Language Arts and is aware of the different learning styles of the students. She instructs in a multi-modal fashion and has the ability to adjust assignment and instruction to meet the needs of the students.

Math Solutions, a division of Scholastic, Inc. and founded by Marilyn Burns, is a broadly perceived expert on changing instruction and enhancing achievement for students in math. With over 28 years of leadership and working with many school districts nationwide, their master educational consultants create solutions for quickened, feasible chang, sustainable improvement in teacher effectiveness, student learning, and standardized test outcomes. Math Solutions will work intimately with project staff to create and execute the UMI project’s Summer sessions. They will help the project for two weeks in Year 1 and one week in Years 2 and 3. working collaboratively with math faculty

Every Monday and Wednesday, I wake up anxious for my last class to end, so I can head to the Palmer Home for Children in Columbus, Mississippi. The Palmer Home is a non-profit organization providing free residential care to children in need of viable placement. When I was first introduced to the Palmer Home and its purpose, I knew that I wanted to assist the students in any way possible. At the Palmer Home, I am a mathematics tutor helping students in various math topics such as Geometry, Trigonometry, Algebra I, and Algebra II. Upon arrival, I see in the distance bright eyes and waving hands excited to see my car pull up in the parking lot.

This classroom was filled with a total of twenty-nice students. Sixteen of those students were females, and thirteen were male. The class was composed of Hispanic and Caucasian students.

For most people who have ridden the roller coaster of primary education, subtracting twenty-three from seventy is a piece of cake. In fact, we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as she verbalizes her confusion, getting different answers using

The classroom is organized so that the student’s stuff and the teacher’s stuff should not cross paths. The students keep their materials in their cubbies at one end of the room, their pencil boxes at their seats, and their book boxes on the floor. The teacher’s stuff is located on her desk, and the back table where small group stuff gets done. The classroom setting is definitely positive and interesting because it has a minion theme. Children in that age range love minions most of the time and

Some other strategies for guiding children in the math area are to use precise language when giving presentations and use the three period lessons whenever possible. Also, follow the order to sequence of materials on the shelf. And, finally promote them to create extensions which lead children to many other places.

Mrs. Williamson’s methodology falls under both direct instruction methods and indirect instruction methods. Mrs. Williamson presented new material to her Algebra II classes during my observation and she also provided guided and independent practice with the new material. During the first class period, a classroom assignment was posted online and students were to independently practice the material and complete the assignment. Later in that same period, she divided her students into groups so they could