My Reflection Of School : My Experience In The Classroom

As a general rule, the classes are small with a lead teacher and at least one support teacher at all times. If a student is assigned to a self-contained classroom, the student will usually spend a majority of their day in a self-contained classroom. Some students simply need a smaller group in which to learn and thrive, moreover, some students need the extra attention to grow and succeed. “Self-contained classes are not inherently non-academic, and can be a great place for kids who need space or quiet beyond that which is feasible in general education. For some children, the day to day noise of even a quiet classroom, even with appropriate accommodations, can interfere with learning” (Landmeier, 2017). Although both necessary and beneficial to many students, the self-contained classroom is not without its

As we pulled up to the massive elementary school building, I begged my mom to let me stay home from school, just once. As usual, she said no. Realizing my attempt to get out of school was futile, I shouldered my backpack, swung open the door, and trudged over to the front door. I would rather be anywhere else than here. For the majority of my life, I attended public schools. It wasn’t rare for me to fail a test or even a whole class. It was because of these failures that I would get even more demotivated and threw away the idea of working hard or completing quality work altogether.

The first part in having a successful inclusive classroom is to identify the social, emotional and academic needs of all students and meet them. The first thing I would do is to review the student file to see what has been done or not done in the past. This will give any indication if past needs or behaviors have been identified or if they have just started. Collecting data will be important here because I will need a complete and clear picture of students ' strengths and challenges, so that

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

There are those children who always have special needs, the classrooms where these students are placed are known as the “inclusion classrooms”

For the month of March, I’ve had the pleasures of observing a second grade inclusion class. The class was made up of 25 students: two inclusion students, two at risk students and four students with IEP’s. I observed the students during reading, writing and math.

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.

The kindergarten classroom I observed was ethnically diverse, consisting of African-American, Biracial, and Caucasian children. The teacher-student ratio is 2:21. The teacher currently has one biracial female whose mother is Caucasian and whose father is African American, 2 African American males, 9 Caucasian females, and 9 Caucasian males. The males outnumber the females only by one. The students are between the ages of 5 and 6 years old. The cultural background of the classroom consists of Christians and non-believers. Most of the children’s families live in poverty and are raised by relatives other than their parents. The diversity of the students learning needs is high as most are on a 504 plan, or are eligible for special educational services or processes.

For my practicum placement, I observed at P.S.8 The Isaac Varian School, which is a part of the New York City Public Schools district, located in the Bronx. The school is grades kindergarten through 5th, with inclusion classrooms with students with special needs. Some classrooms are special needs classrooms and other are inclusion classrooms. The classroom that I observed in was an inclusion classroom. There were two teachers in the classroom, with about 30 or so kids. The instructional mode of the teachers, was to have the students come to the meeting area in front of the room, and they would brainstorm what the lesson that they were learning would be about. Then they would teach the students the lesson, practice some problems together as

My observation was at Lincoln Elementary School, located at 221 Cross Street, Harrison, New Jersey. I observed an atypical child in the Kindergarten Inclusion Classroom, in which had a teacher aide Collen Sawyer, a general teacher, and a teacher aide assistant. The classroom has seven students with special needs participating in a Least Restrictive Environment with 14 students without disabilities. The classroom was ample with reading area, dramatic area, science area, manipulative area, writing and art area, and the area with a border and projector for the teacher interact with the whole-group, it also had a bathroom inside the classroom, which the teachers could keep eye on them.

On September 26, I observed in a Head Start Preschool Room at sheldon Preschool, there were 17 children total, 10 girls and 7 boys and the age range was 3 and 4 year olds, within this classroom there was 1 Head teacher, 1 Assistant teacher and 2 interventionist. When you walked into the room there was an open space where the 3 tables were and then toward the back of the room there was a carpet area, block area, housekeeping area, puzzle area, and computer area. There are many materials within the small area, the room seemed crowded and congested. The emotional state seems to have tension, the teacher is a first year teacher, therefor, she is very up tight, and emotional, which this makes her class the same way, which in turn the children are very excitable and emotional. There are many materials within the small area, it is a topical head start room with everything they are to have to make the room complete.

My first day in Mrs. Altuve's kindergarten class. Her classroom is very well organized and orderly set up with educational posters on the wall such as the alphabet, days of the week, numbers, and a behavior chart filled with her students names. In Mrs. Altuve's class, she has twenty-one students in her class. There are eleven male students and ten female students. The way her desks were set up were together to form a group. The ethnic background of the students in the class was ten African-American, five Caucasian, and six Hispanic. The students were seated in her group of four desks together and each student had their name tag in the center of their desk.

Today, December 9, 2017, the date of my first ever final exam in a, full semester, college class. This marks a very exciting but stressful time for me.

I’m a teacher at JD Middle School and my teaching area includes grades 6, 7, & 8 located in a low economic impoverished area in the city. My classroom is comprised of five girls and fourteen boys from several different ethnic backgrounds which include 5 African Americans, 8 Hispanics, and 4 Caucasian. Standard 3 The students in this class age range from 11 to 14 years old. My classroom is a specific learning disability classroom (SLD), most of the students have difficulty with processing long term and short

In order to get a true understanding of teaching in an inclusion classroom, I was able to observe a fourth grade classroom at Village School in West Windsor, New Jersey. The general education teacher was Ms. Welsh and the special education teacher was Ms. Wilush. Ms. Welsh has been teaching for many years, while Ms. Wilush has only been teaching for two years. Each teacher brings with them different strategies, that together make a wonderful classroom dynamic. The students make up an average size fourth grade classroom of a little more than twenty, but there are three students who receive additional instruction from Ms. Wilush in a resource room throughout the day. During my observation, I was able to sit in on writing lessons and science lessons. There was a wide variety of students in the class with all different strengths, weaknesses, and personalities. Watching and learning from both teachers through observation and interview was an extremely valuable experience.