Mrs. Megan Mayer And Her Kindergarten Class At Roosevelt Elementary School

As the second cycle began, the children had completed their clean up routines and were now gathering in a group to participate in their morning circle activities. Mrs. Eady lead the children through the days of the week, the calendar, word wall, reviewing of the classroom rules, music and movement, and a reading of the book, “The Plumply Dumply Pumpkin.” While most of the activities were teacher chosen, the children had an active role in the lessons. Each child had the opportunity to lead part of the lesson, both in reviewing the word wall and the classroom rules. Throughout the activities, children could stand up and move and openly share their thoughts. When children did share their thoughts, the teacher encouraged them to express themselves

On September 28, I observed 2 to 4 year olds at the Child Development Lab that is overseen by Tennessee Technological University. I arrived at the classroom at 4:00 p.m. Most of the kids were energetic, but a few of the kids were quiet. The number of kids were 5 boys and 2 girls in the classroom. Until, the teacher decides to take the kids outside for free play. The children were combined from the other classes to join for recess. The teacher had set rules for the children. As the children waited for the teacher, they sat on the yellow line of the concrete step in front of the gate. After, the teacher checks who all is present at the playground, then the kids are permitted to play.

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

There goal was to get their students to get off their phones and let them relax for 15 minutes. These students also have the opportunity to try something that they've never tried before and get creative. What they concluded after trying recess was that it built a community with the students and teachers. Because of the students interacting with the teachers they were able to get to know each other better which will help them interact better in the classroom. This school has learned that giving the students 15 minute recess

Children in elementary schools all over the United States long for the moment that they are released to go to recess. It is a time for them to let loose, relax, and simply refresh their minds to get ready for the rest of the day. However, school boards as well as teachers around the country have begun to cut back on recess time or, in some cases, eliminate it completely in order to “maximize educational intake”. The obvious benefit of the use of recess is physical enrichment, however there are many other crucial outcomes involved with recess. Recess is a pivotal piece in the development of a child’s focus, ability to retain informations, and social skills, which are several reasons as to why recess should be implemented in elementary schools

Ms. Penn’s Kindergarten class consisted of 9 boys and 7 girls. This was the last hour of the instructional day, and as I walked in I noticed that the students were already working in centers in groups of 3-4. This class was a little noisy and unorganized as compared to other kindergarten classrooms I have observed so far at Krahn elementary. The students seemed to be enjoying their time in centers and were eager to pack-up after cleaning up in the end since it was close to dismissal.

Over the Fall Break vacation, I decided to conduct my field experience at CC Spaulding Elementary School. I had the opportunity to work with Ms. Sarah Ashley and Mrs. Williams’ Pre-K class. I had previously shadowed with Ms. Ashley, so she was eager to welcome me back. Over the days, I got myself acquainted with her students to make them comfortable with my presence. Luckily, they welcomed me in with no hesitation.

For the past couple of weeks, I have been volunteering in Mrs. Fritz’s first grade classroom at Oak Ridge Elementary. When I get to the classroom around 8:30 A.M., the class is sitting down in three rows on a big rug learning a new lesson from Mrs. Fritz. She is usually teaching them how to spell different words and how to sound them out. If they are not doing something in the language arts department, they are learning new ways of doing math. After they are done with the lesson the children either go into their centers and complete spelling worksheets for about 30 minutes, or they grab a book and read as a class. The first graders have been working on Wonder as well, which is a theme that they focus on for the week. The theme is usually something

Ms. Abrams is the girl's new teacher. Shortly into the school year, Ms. Abrams announces that the entire class will be participating in a class project for the next few months. They will be responsible for planting and maintaining a garden full of vegetables and flowers. The children must work together in different areas of the garden in small groups that are mixed up every week. The girl learns how to care for a garden with her classmates as they also learn more about each other every week. By the end of the project, the class has been transformed from

We started by having the kids tell us about the rules they have in school, what are the rules for, are there any consequences for someone who

Many individuals recall recess as a critical piece of the school day. It was an opportunity to associate with companions, play recreations, and simply have some good times. But today, many children don’t know what recess is. Most schools have gotten away from recess and are more focused on rigorous learning. It is a challenging time in the field of education because many administrators are more focused on producing exceptional scores for testing and have forgotten about other needs of children such as the importance of play. Play affects children in so many different ways and recess was once a driving force in schools and promoted good behavior, socialization, and freedom from structure and academics.

According to the lesson module, young children have less working memory capacity compared to older children and adults, and one factor that may account for this developmental difference is processing speed. The older one is, the faster one thinks. This notion affects the way one teaches. As educators, it is important to take into account the strengths and limitations in student’s cognitive processing capabilities at different age levels (Ormrod, 2012). Assuming that the average age in Mrs. Storey’s Kindergarten class is about five years old, we can conclude that her students can only hold about one to two bits of information. As they turn six, they might be able to hold about three to four bits of information.

This gives us a sense of their background knowledge of the classroom rules and if they understood what “rule” meant. The students first discuss the rules with their partner and then share their thoughts with the class as a whole. Collaboration is heavily incorporated into our lesson because we believe talking and interacting with peers is essential to extending their knowledge and building upon what they already know. Interacting with their partners also gives them a different viewpoint and opinion to consider and influences their opinions as well. In addition, we wanted students to think about current rules in the classroom so when it is their turn to create a logical rule, they had a good foundation and understanding of what types of rules were acceptable. We will also provide an example of what type of rule would not be an acceptable answer such as “No homework” or “An extra hour of recess everyday”. This provides guidance for the students so they knew what they could create and what was not an appropriate rule. This also ensures us that the students were working and collaborating on rules that were meaningful and acceptable so students’ confidence in their ideas would not be dismissed or denied if they came up with a rule that was not

Considering the being ginning of the lesson, the directions are very clear and can be easily followed by a kindergartner. Every student knows that they are too try their best and try to finish as much of the assignment as they can. All of the learning objectives are addressed. If the rules are violated the students paper is taken away and they are to put their heads down, and wait for the teacher to come by and talk to them and get a better understanding of why they were not allowed to participate. The situation is very obvious is it almost a routine, every time a student is in trouble she always explains to them what they did wrong and if they have a full understanding.

Hence, there is a need to refine are my rules and expectations. At the beginning of the school year, time will be spent on class expectations. Students must understand the importance of the standards and guidelines in the classroom. As a class, we will discuss the characteristics of a “good” learning environment and what rules should be set in place in order to accomplish that atmosphere. I believe at the secondary level, democracy in the classroom is a chief factor in gaining student trust. Ultimately, the decisions and consequences of the class fall on the teacher, but adolescents yearn for autonomy and appreciate it when a teacher gives them a voice. Research on effective classroom management shows in order to prevent confusion or misunderstanding, the teacher’s expectations need to be explicit, discussed among the class, modeled by the teacher and adequately practiced by the students (Weinstein, Curran, & Tomlinson- Clarke, 2003).