Palmer Home Observation Report

Our tutoring program is a big success as it pairs NHS members with students who are struggling in certain subject areas. As scholarship is another pillar of NHS, our members take their schoolwork very seriously and they are some of the brightest students in their classes. This tutoring program allows them to give back to our Holmdel High School community by imparting some of their knowledge to struggling students. Their service and time does not go unnoticed as they often have to give up their free time during study hall, lunch, or even after school. One of my fondest memories while being a tutor was when I had to help a younger student study for an Algebra test. I was a bit nervous before our session that I wouldn’t be able to help her understand the subject matter, but we went through her review packet question by question and to my relief I was able to explain the material to her with ease and give her advice on how to solve them, as well as testing tips and strategies that she could use. After our session was over I was glad I was able to help her, but really didn’t think anything of it. I had kind of forgot about our tutoring session when two weeks later, the girl I tutored came up to me with a huge smile on her face telling me she got a 100 on her test and told me she couldn’t have done it without

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

Hurst and Hurrell (2014) explain that children need to be acutely aware of the ten times multiplicative relationship between places and how this effects many aspects of mathematics.

As an artist, I encourage everyone around me to do things uniquely their way. We all bring our own experiences to our perspective of life, and sometimes we forget that. Being aware of others’ lives is important, but understanding others’ views and feelings is more crucial to fostering a supportive community. Therefore I remember to be sensitive to the issues of those around me. Whenever I recognize a need, I address it without hesitation. At school I provided free tutoring at lunch because I saw my peers were having trouble without individual attention. After two years of trying to singlehandedly fill the gap between student knowledge and in-class teaching, I realized it was fruitless, especially in math as the rigor increased. I joined forces with some classmates to establish our school’s chapter with Mu Alpha Theta and peer-to-peer math tutoring. I don’t seek praise or fame in my help of others; knowing that I am contributing to my community is enough for

Tragic situations come a long way. I’ve heard stories of people dying in car crashes or losing their homes, but there are those stories that you can never let go of and keep thinking of. This was one of them. My house gardner, Jalasio Ambrosio, immigrated to the USA less than a decade ago, when Mexico was in a state of unrest. Jalasio, a man with very little education, was barely able to make a living in a town where house prices exceed one million dollars. Due to his inability to support his family, with just the income of his wife and himself, his son, Tony , was forced to drop out of school to help his parents. After hearing this, I was alarmed at the possible domino effect this could create, such as him not being able to survive in the future and so on. My belief that all children, no matter their circumstances, should receive a standard education led me towards beginning tutoring students of all ages, especially those who were underprivileged. I did not want to see other students end up in this kind of staggering situation.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

This October 2017, practicum observation at Sharpsville Elementary consisted of a third grade Math Assessment interview and observation. The third grade teacher works on formative and summative assessment in the math class. The teacher uses different ways to assess students in the classroom. In most cases, whether the child is above level or at the level where the child should be she has many options and strategies on how to solve mathematical problems as a whole-group or individually. This reflection will discuss the formative assessment, summative assessment, how students respond to the instruction, and a student interview observation..

and remind the students of what they are required to do in your classroom. This can be

In that class, the student learns about different teaching methods and how to care for children. As part of the curriculum, we volunteered at Long Elementary as teacher aides. Working with 4th grade students and observing an everyday class room was such an awe-inspiring experience. I had a completely new perspective about teachers. I have so much more respect as before. Teachers put so much time and effort into helping children for their benefits. I knew from the first day I helped with Ms. Williams’ 4th grade class, how much a teacher is a positive influence on children. There is an overwhelming feeling when you help a student with a problem and in return they give you the most heart-warming smile. The experience at Long Elementary helped me make my final decision on whether I wanted to teach elementary or secondary school. As much as I enjoyed helping elementary students, in my heart I knew secondary school was the path God had in store for me.

Upon shadowing a fourth grade teacher at Deer Ridge Elementary School, I decided to talk with her about the students in her classroom. Mrs. Riley first set the scene of the school for me by stating that it was in the southwest suburban area of Fort Wayne, Indiana, and this particular school was not hurting for money. She then began to explain the different children in her classroom. There were twenty-eight students from a variety of different backgrounds. There were also two students with ADHD. My first thought was, "What exactly is ADHD?" and, "Would these two children stick out from the rest of the students in the classroom?".

how they are doing on the unit, if they have any questions. If a student asks you for help don’t make them feel stupid, then ask why they don’t ask anymore questions.

This week I had the opportunity to fulfill my practicum hours at two different locations. The locations that I observed were Columbia Elementary School’s summer care program and a Mad City Money Event located at Members 1st Credit Union. Both experiences opened my eyes to see a wide range of situations and behaviors among kindergarten through high school. Each observation provided two very different outlooks and each contributed to my knowledge in some way.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is

3) Let students know that you care about them. Although many of us assume our students know this it 's not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time