My Observation Of The Ms. Castrovinci Classroom

What I liked about Castro is her visual on academic. She 's the teacher and she is met with students ready to learn. But it 's not the way teachers teach or what the subject they are learning that affects the way a student does in class but how they are treated. A student shouldn 't be ashamed or shunned by either educators or classmates by how much they

Mrs. Marron has been my Spanish teacher for 8 years now, and I have never doubted her commitment to the school or students. She goes above and beyond to constantly change and adapt to the students in her class. The commitment and sacrifice Mrs. Marron shows to Meeteetse Schools is incredible. Last summer she took a trip to Spain through EF Tours with a few students, myself included. Mrs. Marron allowed us to really experience the language and culture when we had time away from the other school. This is one of the best qualities about Mrs. Marron; she encourages us to try new things and embrace our inevitable failure. I had to order my own food, shop at both clothing and grocery stores, and communicate with various locals on a day to day basis with little help. The only reason I made it through this experience was because of the teacher Mrs. Marron is. She never loses faith in our abilities,

Let me begin with saying working with Professor Ortega has been a terrific experience. Professor Ortega has always made sure his student’s thoughts and feelings were heard. He is not just a skillful professor in class, but a prominent mentor out of class. After passing Ortega’s class and moving to another, I witnessed Professor Ortega keeping contact with my fellow students as well as I. Asking about future plans, recent hardships and/or grades. He’s a valued instructor throughout the Colleges.

For me, Mrs. Lozano has great qualities and attributes that I will always admire. For example, her engaging personality and teaching style are qualities that identify her. She can engage all her students when a discussion is required and can establish trusting relationships. She can promote positive behaviors that will help her students during their lives. For example,

I have known Marie for the past eighteen months as a teacher under my supervision at Vernon IB World School. She has been a 4th grade classroom teacher, and has been in this position for three years now. I have been very impressed with numerous qualities of a teacher leader that I have observed in Marie thus far. She is a lifelong learner who demonstrates an excitement for helping students and adults alike see the value of learning and how hard work and intentional planning can empower students to get the most out of being in the classroom.

Within a month Brenda knew few words in English, month after month she would say complete sentences. During the meeting Letty described the classroom setting as very cultural looking. She saw each desk had the students name along with the flag each person identified with. She noticed the students were allowed to speak to each other in both broken English and Spanish. The teacher Ms. Rios would address the students in English but once she saw a child had a difficult time understanding what she was saying or teaching, she would then start speaking in Spanish. When a child had a hard time expressing how they felt in English she would create that moment of difficulty, into a learning opportunity. Such as, helping them pronounce the word or guiding them into understanding it. Also, Letty saw Ms. Rios as the teacher who praised them instead of bashing them, when saying something wrong. During the open house it was clear to Letty that every student in the class had individual goals and expectations by Ms. Rios. It was said that Ms. Rios stated that because Brenda was a little more behind than her classmates she was given extra help after school. Not only did the teacher provided her with the necessary needs for her learn in school, she also required the parents to have a part in her learning. The teacher wanted this to be a learning experience for both the parents and their children. She gave Letty some tips and advise on what she should do to help Brenda out. Such as allowing Brenda to watch English speaking shows. It is believed such exposure to the language will help her more than hurt her. Letty was required to study with her and not stop trying to help her do her homework. At home Brenda showed a much positive tone when doing homework, she was more excited than she has ever been since she arrived to

This allow the students to feel my comfortable. All of us as a class will succeed by reaching our highest potentials and facing the academic challenges together as one. The students learned quickly because they felt “at home”. As a teacher, he learned from them and they also learned from him. Major companies donated to the Nest. For examples: books, typewriters, earphones, and cassette plays. The teacher encourages students to take home book to create their own library at home. The teacher allowed some students to act as monitors to get them to open to others; he call this the opening of dialogue. The teacher also put time to the side, because he wanted to have one-on-one time with the students. The teacher allowed each student to bring their native food, music, and costumes into class for a celebration. This allow each student to learn about everyone cultures. Afterwards, the teacher asked the children to write what they could about where they came from and what had brought them to the new land (p. 126). The teacher also did home visits to the students’ houses due to fact that he wanted to have a better connection with them. The teacher wanted students to embrace their new culture, but he didn’t want them to forget about their old culture either. Religion was part of students’ culture. Religious symbols and the importance of religion often came up their drawings and writings (p.136). Homework notebooks allowed a place for students to write down their daily assignment. Parents also had to sign it each night, who indicate the time students spent on homework each night. Immigrant children who have achieved second language literacy almost always identify the significance of friends in having helped them adapt to the “new reality” (p. 38). The teacher encourages students to have study groups and a buddy system. Towards the end of the school year students was begin to feel successful in

My observation of Ms. de la Fuente’s 5th grade class this week started after lunch during their math time. They reviewed a test that they had taken the previous week and then worked on a few practice problems in their TEKS math workbook. After they completed that, another teacher came in to talk to the students about peer pressure and then they got together into groups to answer how they would respond in different scenarios involving peer pressure.

Torrance is a personable and thoughtful counselor to his students. His kind, caring, and understanding personality makes him approachable and relatable; he is a trustworthy and intelligent educator who relentlessly supports his students both inside and outside of the classroom. Students always feel welcomed and appreciated in his class. Mr. Torrance is a brilliant instructional expert, possessing undisputed mastery of his content and of effective teaching practices. Students are always engaged in his classroom; he differentiates his teaching style to engage as many different learners as possible, utilizing demonstrations, activities, and lectures in equitable amounts of class time. Students are encouraged to ask questions and think critically in his classroom. Lastly, Mr. Torrance is a respectable role model who outstandingly assumes many critical roles as a teacher. The aforementioned qualities are ones that reflect postively on a well-rounded and thoughtful educator. Students learn more in a class lead by an educator they can trust; an educator who values their students and cares about their well-being. I can’t think of a better example than Mr. Torrance to express how much a truly effective teacher means to their

I never had any bad experiences when I was with her; she never got angry, she never failed to encourage her students, and believed in each student she came across. In fifth grade I, would walk my brother to class everyday and tried to play “mom” daily. I would walk into her class and automatically felt welcomed and in a safe environment. I did not realize at the time that her class was going to lead to my desire to teach. She made her classroom more than a place where an average teacher

An analyzation of the various types of races, grades, members of a household, pattern and trend that can be identified by the grade level cohort. Each teacher should take the time to explore the community in cohort depending on the safety of the neighborhood. If possible a scavenger hunt throughout the neighborhood would familiarize the teachers on the cultural dynamics of the classroom. Each teacher should set goals for every marking period of how the will incorporate a familiar culture while introducing other aspects. A reform for multicultural education starts with self-awareness of the teacher’s work environment and the students he or she serves. “The challenge for the classroom teacher faced with introducing multiculturalism into his

During my observation of Mrs. Mizenko’s classroom on September 21, 2017, from eight until eleven in the morning, I observed Mrs. Brassfield, Mrs. Mizenko’s assistant teacher, teaching the whole class about sight words. The sight words were specifically targeted, and the twenty-five words that were targeted on that day consisted of: does, big, here, read, try, another, even, why, need, kind, well, such, ask, land, hand, large, because, went, home, picture, must, turn, men, us, and off. Mrs. Brassfield placed the list of words on the overhead screen and had the children repeat the words after her the words in unison after she pointed to them. I also observed that the sight words were also taught through the children going to a center in groups of four or five. Once the children were at the center and in a smaller group, Mrs. Brassfield had each child individually read through the list of sight words for that week, correcting them when they read a word incorrectly. After the children had read through the list of sight words, Mrs. Brassfield had the children individually read phrases and sentences that included the sight words from the list in them. Another way the sight words are incorporated into the classroom is through the word wall, which is on the front right wall in the classroom. The word wall contains both the sight words from previous weeks

She was really hands- on with creating a classroom environment that was suitable for her students. She worked really hard in transforming her classroom into a theorist class. She was very educated and I believe had taught this grade level for sometime. This was a first grade classroom. Twenty plus students, I was astonished how focused they are to their teacher and her teaching. She did not loose their attention even once. As I was this classroom, the teacher used several theories to implement in her classroom; the first one I picked up was the preoperational stage of development based on Piaget theories. She read out-loud to her students and they would sound out all of the verbs in the story she told. I thought this was neat because during this stage, the fixation is on encounters that the students have the capacity to rehearse and in this way learn at their own pace with

Kevin is a ten year old male Hispanic student at William Beanes Elementary School. He lives with his father, mother, and brother. The household is bilingual. Kevin and his brother speak English and Spanish. The father speaks some English and the mother speaks only Spanish. His mother attended, “Morning Tea Sessions” at the school. Ms. Devers established this program to help mother who wanted to learn the English language. Kevin’s father is employed at a construction company and his mother works at a local laundry mat. During our interview a bright smile pop open on Kevin’s face when he talked about his family. They are from El Salvador. His family moved to America when he was three years old. I asked him several questions about El Salvador and you could hear the pride in his voice when speaking about the country he was born in. Kevin’s mother transports him to and from school every day. Kevin loves to eat out at restaurants and go to the movies with his family. Furthermore, his favorite places to go in their community are to church and the mall. Going to his cousins and grandma house is the best treat on the weekend. Kevin is an easy going student who works very hard in the classroom. He struggles in mathematics but earns better grades in reading. He is really good at addition however, enjoys the multiplication games we play at school. Math is not his favorite subject but he believes math is important to get a good job. Kevin defined

I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two