Pebble Go Program: Case Study

In Mrs. S’s classroom, I found many advantages to her teaching methods, learning activities, and instructional materials. The way Mrs. S interacted with her students was very positive and friendly. She allowed the students to work together to encourage their critical thinking skills and improve their independent learning skills.

“We need to talk about your daughter's performance,” my homeroom teacher, Mrs. Nelson, baldly admitted to my father. “She, no doubt, is a wonderful student,” she beamed at me, yet her smirk did not seem to reach her black, stern eyes, “she has perfect attendance, always has assignments and homework done, never talks unless called on, and just in whole, a polite and good-natured, young lady. But, she is still struggling immensely. As a result, I deem that it would be

P1 has an open and friendly approach, with a quick and engaging smile. Through the researcher’s observation in P1’s classroom instruction, P1 and her students share responsibility for the work. Students are allowed to move independently around the classroom, working with others in their groups. They ask questions and occasionally make suggestions as to

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

The class teacher was telling the whole class that 4th grades have to do a social studies project. In which they have many options and that they should get started soon since they have 3 weeks to hand it in. One of the options is for the students to make an Iroquois longhouse, or to write their own Native American Legend, or to make a diorama describing a Native American scene that will capture their daily life and their government system. Lastly, was to create a PowerPoint presentation. Teacher told them that they shouldn't have any trouble doing this project, because they have been talking about Native American for a couple of weeks now. Mrs. Roush offer the class to use to computers or to print stuff whenever they wanted but that this project

I observed a lesson for my Classroom Sociogram from 12:10 P.M. to 12:40 P.M. on February 24, 2017. My class consists of forty-eight kindergarten students. It is a co-teaching classroom, so there are two teachers. During this time frame, the class is divided based on ability. This enables all students to get constructive instruction time with a teacher. For phonics, Ms. West takes the higher-level students and Ms. Rogers takes the lower- level students. Since Ms. Rogers is my Cooperating Teacher, I went with her while she taught the lower-level students.

Jeopardizing the world’s largest sockeye salmon run by operating a large mine near Bristol Bay is irresponsible. The resource exploitation by outside companies during Alaska’s territorial days should not be repeated. Alaskans need to be very concerned about the Pebble mine project spearheaded by Northern Dynasty Minerals, a Canadian company.

The introduction section will outline the basics about my placement at Skyline High School observing Ms. A and the students in the classroom. The observation took course over three months on different days at random from Monday to Friday, usually for 4 hours a day. The layout is similar in all the three classes that I’m observing; Life Skills, Math, and English Language Arts. What the layout looks like is that the students sit in a circular setting to make it easier for a group discussion and since they are all have variety degree of hearing loss, this is also ideal for them to see each other sign in American Sign Language when they answer. There are only four students in total that Ms. A is responsible for; four students for

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

The principal and Ms. Turner, both, are depicted to be reactive instead of proactive by the authors Gorton and Alston (2011). According to the scenario, the principal is unsure of Ms. Turner taking the classes; however, he should have had the professional

It was during our morning mathematics session whilst the teacher was asking a question to the group to see if they could come up with a way to solve them on the interactive whiteboard, when this incident happened. AL was sat next to EM on the carpet and the teacher asked the pupils to discuss with their talking partner what strategy they could use. AL and EM were both working and talking sensibly together and there were no other problems. When the teacher requested feedback from the group, EM quickly raised her hand to answer however

Lauren sat in the third seat of row one during the twenty minute systematic observation. Lauren exhibited on-task behavior for 78% of the time and off-task behavior 22% of the time. On-task behaviors included: gave the correct answer to a meth problem – “6,580”; took her religion book out of her desk and opened it as directed; listened to the teacher explain the upcoming Beatitude test on Friday; turned to p. 171 as directed; said “yeah” when class asked if this was self-explanatory; read questions and wrote responses in her religion book; made erasures in her book; worked independently on her religion assignment; looked up at the teacher when provided additional information to the class; moved her finger across the workbook page as she read; stopped writing and turned to p. 117 as directed; listened as her classmates shared their answers to the religion questions with the class; corrected her responses in her workbook; left room quickly for the fire drill; returned to the room and sat in her assigned seat; placed her religion workbook in her desk as directed; got out of her seat to get a bible as directed; turned to chapter 9, p. 192 as directed; listened as the teacher reviewed the events leading to Saul’s conversion; said “no” when the teacher asked the class if Saul was a good person; listened as the teacher read about Saul; and prepared to go to music as directed. Off-task behaviors included: looked

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went

Mrs. Tijerina has a sturdy relationship built with her students. She has desire to see them succeed and flourish in the Spanish culture while mining high expectations. Mrs. Tijerina wants every single student to be involved or to give feedback. There was not a single student in the classroom that did not participate in discussion or did not have a chance to voice their opinion. Mrs. Tijerina treated every student with respect, and expected that she would be respected as well. If a student was talking out of hand, Mrs. Tijerina was capable to getting them to stop immediately. Since she has a strong desire for the students to excel, she predominantly speaks in

There were two students using iPads with the volume up loud enough to hear as I entered as well. Three students were riffling through a bucket of plastic letters without being entirely successful in finding the letters they were seeking. Two students were using a drawer of foam letters and word cards to put the letters on the corresponding word. The final student was alone just looking at a book herself. The teacher was going back and forth between the groups who were working with letters trying to assist them in picking the correct letters. She would say the sound while feeling her throat and then tell them the letter they needed and find it for them in the box. She went to the group looking in the tub for letters and found letters for them as well. A cause for concern that we noticed was that she was asking the students to sound out the word “said” as well as having written on the board next to the sight words students were spelling that the vowel team ai =e (meaning short e sound). Mrs. Williams though it necessary to jump in at this point and make a correction since she was teaching something contrary to the curriculum and pointed out that sight words like “said” do not follow the rules of phonics always and need to be taught as a whole word. Also during this brief observation we noticed Mrs. M. having difficulty with the student who was alone. She was not engaging in any work after being asked to join the group and instead took a book and hid