My Reflection Of Observation In The Classroom

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

Through completing this activity, I learned more than I have with any other activity I have done thus far while earning my Education Specialist degree. I had to observe a teacher and provide constructive feedback using the Framework for Teaching. This observation included a pre-conference where the teacher told me what she wanted me to pay particular attention to. It required that I observe in real-time, rather than simply using a video where I can pause frequently. I then had to analyze the data I collected during the observation, in order to determine strengths and areas for improvement that I shared during the post-conference. The teacher was a master teacher and thought the lesson went very well. She was shocked when I had some ideas for how to improve her instruction. I mentioned that students seemed fidgety, and she could incorporate more cooperative structures to get students more active in their learning. I also thought she needed cooperative roles for students when they completed their group work, that way everyone was accountable for the work.

The best thing that came out of this learning experience is my appreciation for the younger grades. I always thought that I wanted to a third grade teacher, but I do not think I need to limit myself. I had so much fun just watching the kids all interact with one another and have so many different thoughts. They truly liked learning and thought of their teacher as almost a mom like figure. I hope to instill this in my future classroom and to be in a school system that is ready to help

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

Next time, I would have started with a review of the syllable types and go over what short and long vowel sounds sound like to gain an understanding of what the student knew and also use it as a review. In my comprehension lesson I would add the video as an anticipatory set. Instead of using the Tom Sawyer passages as independent practice in the vocabulary lesson for all, I would use a different worksheet that is multiple choice. From there I would use another paragraph but take out the multiple choice options to ensure the students have an understanding. The Tom Sawyer passages would not be on a worksheet but would provide the entire text with certain areas so they will have more to read to help figure out the underlined words. All of my objectives were met and I altered instruction by reflection and checking for understanding and allowed that to guide my process. During Delaina’s period of frustration I was sensitive to her needs and noticed the change in her body language and overall appearance and made changes to the lesson. I was excited and positive throughout the lesson. Although everything didn’t go as planned I remained calm, positive, and supportive throughout the lesson.

Set Up- Since my communication with my supervising teacher wasn’t as strong as it should have been, I didn’t get much time to set up with my lesson. I didn’t know when in the lesson I was going to be teaching, so I was kind of thrown into it. My cooperating teacher gave me a group of students before I set up my lesson. So, I had to set up while entertaining children. I think this made me feel rushed and not as

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

Sleep, attention, learning, and memory all go hand-in-hand when trying to improve the ability to learn and remember things. First of all, getting adequate sleep is beneficial in many ways. According to the National Sleep Foundation, adequate sleep for people age 18-25 is 7-9 hours per night. Getting enough sleep allows a person to have more energy to do daily tasks such as going to class and learning. The more sleep you get, the more awake and focused you will be during the day. Focusing your attention is also an important aspect of learning and remembering. Attentional focus basically means focusing on the things relevant to the task at hand and suppressing distractions. If you do not get enough sleep, your attentional focus will be decreased

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.

At the beginning of the lesson, I felt that the classroom procedures were a little hectic. After lunch, it takes the class a few minutes to settle down. The students use the restroom and get a drink and then they have about 10 minutes of silent reading to settle down. Once the packets were handed out and the students had a crayon and pencil ready to go, the class felt a lot more settled.

Many of the things that we have talked about in class were illustrated for me in

There were two things that I was highly pleased with in regard to my second lesson. I showed a short video at the beginning of the class, it was a funny song about regrouping. All of the kids started laughing and dancing, even my host teacher started laughing. I loved seeing the students be engaged and enjoy the short song. It was easy for me to talk about the objective of the lesson after this song because the students were already engaged and the song related directly to the objective. The other aspect of the lesson that I was very pleased with was when I had individual students come up to the board to solve problems and then I would ask the other students if they agreed or understood. When I asked them, I had them either put a their hand on their head or their finger on their nose. The students seemed to enjoy this as well as it was a visual way for me to see who understood and who did not.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

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

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