Observation In Special Education

I don’t have a steady classroom. I have different students throughout the day. I usually have between eight and 12 students at a time. The class is small so I can have “eyes in the back of my head” and give students the attention they needs.

A newly licensed teacher walks into her empty classroom on the first day of school. She has her curriculum guide, her pacing calendar, her unit instructional plan, and her lesson plans for the first week. She has her copies made and in her mind she has stored the countless hours’ worth of instruction she received for four years. The bell rings, and it is time for her first class. With a somewhat nervous breath, she watches as students begin pouring in.

The strategies used by classroom teachers are based on the individual child, there is no golden ticket that works for every child. There are general guidelines to develop strategies that have proven effective for many. To start it suggested that well establish routines are important, the use of graphic organizers to aid in the gathering and odering of information, limit outside stimuli that may distract and consistent clear expectations are all highly recommended.

Grasping a student’s attention may be a risky task especially if one is trying to maintain it for a while. While viewing the “Whole Brain Teaching: Grade 1 Classroom” video from WKL, the teacher gains the students’ attention by using attention grabbers where students reply to the teacher. For example, the teacher in the video used the word “class” the students then reply by saying “yes?” next the teacher then says “class, class”, the students follow with “yes, yes”. The certain phrase said by the educator stands out to the students and understand when the teacher says that word they must give the teacher all her attention. With time the students will build up the knowledge of understanding that time is time for silence and all the attention

Procedures: The teacher will introduce the classroom procedure to the students and help the students order their supplies in their desks. Then teacher and students will take a school tour and be able to know the rules inside and outside the hallway.

The teacher interacted with all of the students equally, she did not interact with one student more than another nor did she not interact with any one student at all. When a student would raise their hand for help, the teacher would walk over and assist them with their question. When multiple students had their hands raised, she would assist the

Lastly, on another occasion, she used a clapping method to regain focus once as well. The whole time I observed the students, Miss Turner used the combination of these methods only three times. I should also not fail to mention, that every time she did these the students immediately respond back to it and then regain focus. Now that I have covered this part of her classroom management strategy, let’s look at her what she did for reinforcement. To start with, Miss Tuner used positive verbal reinforcement quite often. For example, when a student would answer a question she would thank them and tell them that they did a good job. Lastly, the class did have some positive and negative aspects that I should not fail to mention. The positive aspect of the classes, was that Miss Turner took time to help every student that she could with their work. For an illustration, one of the special needs student need help with their writing project. Miss turner help lead the student to what he need to write. With that stated, the only negative aspect of the classes was that the students did not always get to finish their activities or assignments in one

In Mrs. S’s classroom, I thought that allowing the students to work together and have mini discussions was very effective with the students learning. Her use of creating worksheets that were related to investigations and connecting the subject to other contents was also effective with her students. The students seemed overall more

The chapter went on to describe how the classrooms were set up and gave examples on how the lessons were

On day one I begun the process of creating a predictable learning environment by establishing our policies and procedures several different ways; verbally, in written form via the syllabus, with visual reminders posted about the room and by good old roll playing.

In Mrs. Requenes classroom you could tell that routines were familiar, because the students knew what to from the beginning of class till the end of class. For example students knew that they were supposed to put up their backpacks in a specified closet before class started. When class ended the students knew to get their backpacks and to line up at the door to be dismissed. In my observation none of the students misbehaved and they were surprisingly well behaved for first graders. When a few students got loud during class would talk to them directly and tell them to use their inside voices, and she would tell them that if they continued to misbehave they would not have the privilege of enjoying recess that day. That seemed to work, because

3. Teacher is going to ask the students their understanding of the assignment. This is the time when the

Classroom information: The classroom has two white boards, one on each side of the classroom. There is also a SMART board with a projector in the front of the classroom. Below the SMART board is a small rug with several pillows on top. The desks are organized so that they appear as two letter “E’s” that are reflecting each other. This is so that the teacher can walk around the room freely to assist her students. One side of the room has large windows with shades that run across the wall. Below the windows are small bookshelves that have books organized by genre. The teacher has an L-shaped desk in the front and the back of the classroom, she uses the one in the back to take attendance and the one in the front to teach her students. Both desks have computers on them. In the back right corner of the room is a table with chairs. Next to the table are cabinets with bookshelves above them.

4. Quiet signs – If the class is doing an activity but then Mrs. Gladden needs that class’ attention, she will use different signals to ensure that students are quiet and that the class is paying attention. Three quiet signs are the following:

Ms. Janet distributed a plain sheet of paper for all the student and put a bowl of pencils and crayons on each table. Has she walked round each table, I had the awareness of the students changing their sit and peering up with their group. The students respond to her very well and they get along with her. Listen to her during activity time and work together with their group without any disturbance. Before the activity begins, she showed the students what she is expecting from them at the end of the activity. She was very calm and use different methods of teaching her students.