My Experience At High School Classroom

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

Over these past three weeks, I have had the opportunity to observe and help in Mrs. Lana Thompson’s second grade classroom at the Colman-Egan School District. Mrs. Thompson and her students were very excited and welcomed me into the classroom, which helped me feel even more comfortable. Observing really helped me get a feel for students’ behavior, classroom management, and how lessons are usually run before I dive in and teach one. I absolutely love being able to go into a classroom and seeing what it is really like!

My observation for the spring semester was placed at Pine Richland High School. I was able to watch over John Dolphin’s twelfth grade British literature course. John Dolphin has been teaching at Pine Richland for the past eighteen years. I went to observe his class three times. Two out of three of those visits I was able to be at the school all day long to really get the feel of the way it is like to be at the school all day and seeing the difference of his eight classes. Throughout my time there I learned different strategies on how to keep the students involved, the way that a school of this size is ran, and the difference of how John taught compared to my previous observation teacher.

For my fieldwork experience, I observed a third grade classroom at St. Edward Confessor School in Syosset, New York. During my six-hour observation, I learned many new and different aspects to the classroom. I observed both the teacher and the students during the school day, from an educator’s point of view.

Education theory can either be descriptive like the sciences or normative like in philosophy. Education theory postulates what education processes are supposed to consist of; it sets the standards, norms, and goals in carrying out an education process. The scientific education theory gives a set of hypotheses, which have to be experimented and verified. The two approaches have produced two broad categories of education theories, which are the functionalist’s theory of education

Close your eyes and think back to your favorite teacher. What made him or her your favorite? Was it the way they taught you? Did they teach you in a way that you did not entirely know that you were learning? Did they make you want to know more? Most likely what made them your favorite teacher was something about the way they instructed you made a difference in the way that you learned what they were conveying to you.

There are so many opportunities and lessons I have been taking away from this observation experience. First, being the importance of structuring a classroom

As an elementary and special education major, I observed a fourth grade class at Burris Laboratory School in Muncie, Indiana. From my observations, I will be discussing what I witnessed based on the questions I was asked to observe on. I was able to observe Mrs. Haughn, who was teaching the students’ math at a fifth grade level. We were assigned a time to go and see how the teacher organized lesson plans, the content during the time period, identify items in the classroom, we would want in our future classrooms, how students participated, the overall environment of the classroom, and how the content was being taught.

One of the best things you can do before entering the teaching business is to have experience. Throughout this course I had the chance to work in an actual classroom setting, create my own lessons and teach them to the students in the kindergarten classroom. It was an amazing experience and helped me become more comfortable working with early childhood students. Each lesson was recorded and showed my strengths and weaknesses in being in front of a classroom. The three of my strengths and what went well in my microteachings are; creativity, student engagement, and preparation. The three components that I could work on are; redirecting the students, lesson management and time management.

I observed North Middle School for my second set of observations. Through observing middle school, I saw various techniques of classroom management, some of which I had never thought of when thinking about teaching. I witnessed some techniques that were incredible and very effective, while also witnessing techniques that did not seem to control the classroom. It was interesting to make the connection between a controlled classroom and effective teaching. I did not realize how much successful classroom management strategies could enhance student learning. Observing classroom management strategies also enlightened my perspective on teaching and gave me many tools that I want to implement in my own classroom one day. I realized that

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

For my field observation, I interviewed two freshman KU students, and observed Junkyard Jazz at the American Legion in Lawrence. Doing so, I was able to view many different adults and adolescents in a variety of situations and use my finding to work to draw conclusions based on said findings. My findings led me to think of generals aspects of teaching that I can work on in order to help students I meet in these developmental stages.

3. My field experience has influenced my perceptions of the school environment. I learned how important is it to get to know your students. The teachers learned so much about their students during sharing time, where students shared with the class important things about themselves or things going on in their lives. This helped the teachers get to know the students on an individual level and help meet their needs. I also learned how important it is to help meet the needs of all students. I saw how the teachers met the needs of all students and incorporated different ways to teach all students with different needs. Some students had different needs than others and the teachers took this into consideration during lessons. Some of their lessons

I observed and analyzed the design and delivery of an instructional unit in a Montessori school setting. I observed a classroom of grades 1-3 two times from 9 a.m. – 11 a.m. at the Kennebec Montessori school. I was asked to sit quietly and to not interact with the children so I could get a realistic view of the class day and the children would pursue their chosen work.

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