Reflection Paper On Teacher 2

There is a lot to dissect throughout this information, however, I believe that I can say confidently that throughout the classes the biggest factor on how students behaved was the age of the student. Throughout the first two observations (both 9th grade classes) the students were very difficult to maintain but in different ways. In the first class much of the back half of the class and the section farther away from where the teacher was standing at her fixed platform were not paying attention especially if they had already read for class and knew they were not going to be called upon. On the other hand, in the second observation (also freshmen), the students were incredibly rowdy. The students were loud and completely off task. The teacher

Santoro classroom. Ms. Santoro’s class was behaved when I walked in the room because they were doing their work for the lesson she was teaching. Before the math lesson, Mr. Santoro gave out their math journals, to do a worksheet on the lesson she was teaching them today. During math, she was very good at making sure all the students were involved in answering questions. She made sure that all the students had a chance to answer. Most of these problems only have one way to answer them correctly, but some students insisted that they had a different way to do it.  She used a computer and a SMART board to teach her student division. She did go over the math worksheet with the class. There was also one specific problem that the students were having trouble with.  She used the SMART board to do the problems step by step to show the students how the problem was done. Next lesson was English; Ms. Santoro gave the students laptops to do their essay they were working on the last class. I walked around and saw how they use the Microsoft Word and how they type. Some of the students sat in their desk or by the window to work on the laptop. The teacher gave students individual attention if they needed it. She made sure each student understood what they were typing about for

My eighth grade classroom is set in a Jr-Sr. High school and is located in the Jr. High hallway, in the rear of the high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. My desk and computer are in the back corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Google Classroom is used daily as well as many other applications suited for 1:1 schools. I also have a projector hanging from the ceiling and two large white boards located on the front and side walls of my classroom. The class that I will be focusing on in this paper is made up of 26 students, 15 boys and 11 girls. One student with learning disabilities, another is an ELL student. This class meets for 55 minutes.

Ms. Nelson is a second grade teacher at ABC Elementary. Ms. Nelson was self-referred as she was concerned about her student’s engagment. She was observed on 02/25/2016 using the Direct Behavior Rating- Classroom Management: external Rater Form (DBR – CM ER) for 20 minutes. The DBR – CM ER involves the observer recording ratings in five categories: classroom structure, praise, communication, enthusiasm, and rapport. During the beginning of the observation, Ms. Nelson’s students were seated on a carpet, and she was reading a story and discussing it with the students. After the students completed their reading activity, they were split into stations. The students either went to an independent math station, computerized reading station, guided reading station with the teacher, or spelling station.

It was 1:00 pm when I arrived at Wanamaker Elementary School. Patiently I waited outside the door. When I was finally let inside the classroom, I was welcomed by a mixture of bright smiles and blank stares. Mrs. Stark then introduced me to the class of twenty third graders. After she introduced me to the whole class, I quietly made my way to the back of the room. As I looked around the classroom, I saw twenty occupied desks. Mrs. Stark decorated her classroom with many motivational posters and some of the student’s artwork. During my observation of the classroom, I was able to see how the teacher interacted with the students, how gender roles were apparent between students, and lastly see the how the students interacted with each other.

My first day in Mrs. Altuve's kindergarten class. Her classroom is very well organized and orderly set up with educational posters on the wall such as the alphabet, days of the week, numbers, and a behavior chart filled with her students names. In Mrs. Altuve's class, she has twenty-one students in her class. There are eleven male students and ten female students. The way her desks were set up were together to form a group. The ethnic background of the students in the class was ten African-American, five Caucasian, and six Hispanic. The students were seated in her group of four desks together and each student had their name tag in the center of their desk.

Several students such as Hasanti, Tarisai, Janine, and Tydell have had problems with teachers in class humiliating them and making it difficult to function within the classroom. It has been brought up time and time again that teachers are making students feel uncomfortable by disregarding their questions in the classroom; the school constantly tries to defuse the situation by

This writer observed a yearbook class at a KUSD high school; the class consisted of junior and senior students. This observer arrived at 11 o’clock to discuss the daily lesson plan with the cooperating teacher before the first class started. The teacher carefully wrote out the class goals and imminent deadlines prominently on the whiteboard. She stated that the key to a successful class is to clearly explain the expectations at the beginning of the class period. Students began to arrive at the half hour mark; the teacher greeted each student individually as they entered the classroom, making conversation as she waited for a majority of the class to be present. Once all of the students were stationed at their computers, the teacher demanded silence, and called their attention to the board. The teacher went over her expectations for what

As soon as their teacher, Mrs. Root asked them to settle down, they instantly became silent. This is an example of an unspoken expectation of the teacher and is one of many hidden curriculums that I witnessed in the classroom. Another instance was during instruction; Mrs. Root had asked a question pertaining to shapes and who ever knew the answer, demonstrated this particular hidden curriculum by raising their hand.

I have a good friend, Courtney, who is doing her student teaching in a fourth-grade classroom at Faubion elementary school, and she arranged for me to come in to observe her cooperating teacher's classroom. On Friday, December 1st at 10 o'clock I had the opportunity to observe Mrs. Makara's classroom for 45 minutes while the class was doing reading stations. The class is organized into six table groups with five students in each group. Mrs. Makara's overhead screen hangs in the front of the room near her table. I noticed that the class was arranged this way in order for all the students to all easily see the screen as well as collaborate with one another for the assignments and projects that are assigned in class. When I came into the classroom Mrs. Makara was finishing up teaching a math lesson. She was using a document camera to project the worksheet that students had in front of them on screen. She was also using a microphone while talking to the class. Courtney later informed me that was because one of their students has a hearing impairment so both Courtney and Mrs. Makara use the microphone when speaking to the class. Mrs. Makara assigned a couple of math problems for the students to work with their table groups to figure out. After each group figured out the answer to the problem Mrs. Makara asked for one volunteer to come up and project their work on the overhead projector. The student showed her work and talked through how her group figured out the solution. Afterward, Mrs. Makara asked all the students to put away their math work and get ready for reading stations.

Afterwards, the children who stayed in the rug will trace the letter assigned and make a picture about it with Mrs. Manner. Yet the children in the round table with me, will be read a story and I was suppose to ask them questions about the story and sometimes we had to sing songs accordingly. Subsequently, my group will later switch to the floor and I will repeat the same lesson to the kids who were earlier in the rug. Sometimes the whole group will be overly excited and Mrs. Manner will say “Macaroni and Cheese” to which the whole group will answer; “Everybody Freeze.” This usually refocused the student’s attention to the class. Some children will always participate and give accurate answers, while other students try persistently to disrupt the class.

On November 6, there was a sub the for 7th period and most of the students sat in their assigned seats. The sub explained her expectation and how respect is her one of her rules. She then continues to explained the instruction for the two worksheet that the teacher left for the class. Within 15 minutes into class, I noticed that there many groups forming like a group of girls would be grooming/putting on makeup, others would be talking, and the rest of the class would be doing the worksheet. I then observed one student and the sub for twenty minute, and the student for the most part was doing the worksheet and collaborating with his partner. The sub did walk around the class several times to make sure that students were doing part of the worksheet. She would event ask the student question over it, but mainly because she wanted to know what they were learning. I was able to help out some students, but most student were off task. A student had an accordion, he would play it until the sub told him to put it away. Most of the student finished the first sheet, but not the second worksheet. Towards the end of class, she let the student with the accordion play it.

On 10/23/2017, Ms. Velasquez 7th period class, and the first thing I noticed was that the student had a new seating arrangement. At the beginning of class, the teacher told her students that she was not having a good day and that they had to be on their good behavior because they had to go over two topics that day. The first topic of notes was over the rate of change; they took notes on a foldable that they were going to tape in their interactive notebook. She did have to discipline at the beginning of lesson because a couple of the boys were talking when she was trying to teach. The boys seemed a little embarrassed and focused back to the lesson. The students were able to use highlighters as a technique she that value corresponds to the rate of change formula that she had on the board. After a few problems on the board the teacher lets the student finish the rest of the problem with their partners. The teacher and co-teacher walked around to make sure that the students were understanding the instructions and the lesson. Ms. Velasquez noticed that the majority of the class still need more assistance; so she went back on the board and did more examples to clarify the mistake they were making. Then transition to the new sets of notes, how to graph the rate of change given a word problem. She continued to use the highlighters as a tool to correspond to the x and y axis to the rate of change formula. Once again after a few notes the teacher let them work with their partners to finish a half sheet that had similar problems. I got to talk to some of the students on how they can relate this topic to wage when they get a job. The teacher even related to basketball, a topic the students were more related too. Then at the end of class the student had to do an exit ticket and turn it in to the teacher.

I have discovered that most of my students are rather passive in answering questions, where responding is often not voluntarily. Thus, little oral feedback is received from the students. Many have low confidence in their ability to speak without prior planning, therefore, there is no immediate response to teacher’s question and this is because “listening to teacher” has been their most frequent classroom experience rather than answering. Most of the students sit looking straight ahead using minimal facial expressions, verbal utterances and avoid any eye-contact with the teacher, often the feedbacks I would receive is the simple nods and shakes of their head. Furthermore, Student would never ask the teacher questions during the lesson, however, they would come and ask after the lesson in the one-on-one situation. Most of my students enjoyed inadequate speaking opportunities in classroom but when it comes to class discussion, they would not participate nor comments.

Walking into the first two weeks of the EDU program I desired to experience what it would be like to be a future educator and have a grasp of how to help the molding of our youth and giving them the possibility to become future leaders. Doctor dresser was able to bring in a Concordia alumni who had just begun to experience his professional education, career and is teaching multiple different grade levels as a young teacher. When he first walked into the classroom my first impressions were that unfortunately he looked very inexperienced and unsure of what was to be expected of the lecture I thought to myself in the position of a younger student in his classroom this is a person I would not take seriously. He then proceeded to communicate