Pebble Go Program: Case Study

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

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

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 main purpose for this observation was to see if there was a teacher who visits the classroom to provide inclusion services, how many times a week does the inclusion teacher visit, and what subjects does he/she come for. I came to see that there is an inclusion teacher that visits the classroom. The inclusion teacher visits the classroom twice every two weeks. This inclusion who is a female visits the classroom to take a look at how Mrs. Carroll is teaching her class, and if she’s teaching her students in a learning and teaching way instead of giving the students the answers.

Mrs. Beebe pops out of the classroom at least once or twice a day. During this short time, you can always find Charlotte quietly sitting at her desk, doing homework, or reading. She doesn’t goof off or talk. She reminds others, in a very kind and polite way, that they should sit and either read or do homework as well. After recess one day, most of our class was talking to one another when Mrs. Beebe was out of the room. Charlotte was wordlessly sitting at her desk reading. She politely told us we should quiet down and do our work. Charlotte not only showed integrity by sitting and reading mutely on her own, but by also reminding others what to do as well. When we are working, Charlotte doesn’t lean over and talk with her neighbors, she just sits there working in

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

On November 16, 2016 at 7:30am I arrived at John H. Kinzie Elementary School to observe Mrs. K’s second grade class. The data collected took about 30 minutes during the language arts lesson. Given the fact that this is a second grade class students stay in the same classroom with the same teacher during core subjects (math, language arts, math, science and social studies). The only time they switch classrooms is during Art, Music and Gym. This observation took place during language arts subject and the lesson of the day was possessive and plural nouns. The class consists of a total of 28 students out of those students there are 15 female students and 13 male students. Mrs. K’s classroom is in the first floor of the school building and the

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

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

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

The second observation was during a math period. The students were reviewing subtracting three digit numbers with regrouping. The teacher used the researched based strategy of reciprocal teaching. She chose a student that is socially outspoken and proficient in math. As he was reviewing the problems on the board, he would call upon his fellow peers to share answers. On a few occasions as he scanned the room for a student, it was observed that Mrs. Yglesias encouraged him to choose an ELL student to participate. On the difficult examples, the teacher would interject and us visual hand gestures to assist students in arriving to an answer without verbally offering the solution. Also, the teacher walked around the room offering support to all her

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

In order to complete this assignment I decided to observe one of the students from the elementary group. Her name is Diana. She is 21 years old. Her background is as follows:

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

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