Questionnaire On Classroom Observation

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

Today was my first day in my elementary education field placement, which was in Kindergarten. I did not know what to expect in the Kindergarten classroom, so I went with my knowledge learned from my textbooks. The classroom was a warm and inviting room that made you feel happy and comfortable. The classroom was filled with brightly colored posters that pertained to many different academic content such as a number line, an alphabet, a calendar, different vin diagram charts, how to make words by letters chart, math procedures, ways to read, need to know words, how to sound out words, and a behavior chart. The room was like a magic learning palace.

I had the chance to read as part of a group......4 children sat around the table within class....this was my dedicated table to assist and concentrate on.

Overall, the read aloud lesson was a great experience in which I learned many aspects about myself. I believe that conducting more read aloud lessons would help me improve in tone and fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess students’ knowledge of the central message of a book. I will use the interactive read aloud lesson in my future classroom ever change I get to help my students be

Ms. Felkins read the Odyssey to the class. Throughout the reading, Ms. Felkins would ask the students questions about the chapter. This was a way for her to see what the students were retaining from the book. The students were engaged and there were only a couple times where Ms. Felkins had to remind the students to be quiet. When she would ask the students questions they were very attentive and eager to answer. Additionally, after reading time, the students worked independently on their biography projects. The students had computers and were researching a person of their choice. Their assignment was to make a poster about that person’s life. As the students were working, Ms. Felkins looked over each student’s poster and helped them make changes if needed. Ms. Felkins reminded the students that they can not directly take information from the internet and put it on their poster. Most of the students handled the corrections they had to make well. There were a few students who got very frustrated by their mistakes and had to fix

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

The small group lesson will be modeled for four students, with specific targeted instruction for the two students previously mentioned. Both students are reading at a DRA level of 10 and 12 respectively, which is aligned with the expectation of the beginning of second grade. While fluency appears to be a challenge for both students, comprehension becomes more difficult as texts become more challenging. This lesson

Each teacher at the school because a reading teacher for a 30-minute class period twice a week. We were given informational text and some reading strategies.

For the next read aloud I would definitely do things different. For an examples I would read the book aloud before I do it in front of the class, to see how long it takes. Then I would come up with questions and have the questions simple enough for them to understand whats being asked. But keep the question good enough for them to know if they comprehension the story. And ask questions throughout the story to keep their interest with me. I could tell some of the student was not interesting with the book I reading to them.

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

Something that I will use in my future practice is doing reading strategies with my students. when students are in the younger grades shared reading is very important. It is very important for the reason that it helps students to learn how to read. They are reading with the teacher and they will become familiar with the words. Shared reading is something that should be constantly. I would also have Specific literacy routines that helps the students out. From the video it was learned that the teacher Ms. Purlsey lets her students pick different reading choices during reader’s workshop. This is important for the reason that we want our students to become independent. By giving our students choices it can help to pick stuff on their own. Rather than depending on the teacher to pick something for them. Something else that would help me out in my future practice is having my students read for a purpose. I want my students to be able learn that from reading they will acquire something new. And lastly something that will help my future practice is conducting assessments on my students. By having assessments will show the progression of my students. It can also show me different things that I can assist my students with to make them more successful in life. With assessments it is needed in order to help students

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four