Reflection Paper On The Rate Of Change In The Classroom

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

Ms. Connelly started class asking students that needed help with their homework to get it out. Some students opened their homework, but some did not. Ms. Connelly then began writing out and solving homework problems with an overhead projector. One student walked into class late, Ms. Connelly addressed it quickly with little disruption to the class. The student looked around the room and realized the other students had their homework out and he did the same. Ms. Connelly continued to work out homework problems step by step on the overhead projector. While doing this Ms. Connelly asked questions about the steps she used to solve the math equation and randomly called on students for the answers. After working out a few of the math problems Ms. Connelly asked the class if they understood how she solved the equations. A few students nodded their heads and then Ms. Connelly moved on solving the next equation. Ms. Connelly referenced a quiz that was coming up tomorrow in the students ' math classes and stated the homework problems will be on the quiz. The teacher then continued working out math problems and using question prompts to keep students engaged. While waiting for one student to answer another student called out the answer. Ms. Connelly addressed it and let the student know that she was waiting for the other student to answer the question. One student laid her

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.

Upon my arrival today, the students were silently working on math skills using number lines. Once they finished, they went up to the teacher’s desk and had her to review their work until it was time for recess. When the students returned from recess they changed to Ms. O’Neal’s class for reading and social studies instruction. Prior to beginning the day’s reading lesson, the students completed two worksheet pages. One of them was on main idea and details and the other was on sequencing of events. With the main idea and details worksheet, the students collectively read a passage and determined the main idea along with 3 supporting details. With the sequencing of events worksheet, the students read a passage on Hurricane Katrina and were to fill in a graphic organizer with important events and dates

While observing my second five hours, the classroom does not always run smoothly, 2ND grade students may not always see eye to eye. After finishing their math lesson for the day and putting away their materials and getting ready for math, Mrs. Ryan asked three students to please collect their whiteboards from their group and put them back where they belong. As each student did as they were told to do so, a boy placed the whiteboards how he thought they should look. However, a girl walked over with her groups and corrected the way they were. He yelled at the girl and told her to sit down and get away from the boards. She ran away in tears and sat down at her desk. As Mrs. Ryan realized what was happening she took order of her classroom and pulled

Please give your personal reflections on the changes that you have undergone during your experience in this class. What new skills have you acquired that will enable you to bring about changes in the learning environment for the children whom you serve? If you have not acquired new skills, please, describe how learning the Democratic Action Plan process will enable you to advocate for your students and educational setting.

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

This cartoon shows what has changed in a classroom setting from 1961 to 2011. What has changed when a student earns a bad report and the situation this causes between the student and the parents and the teacher. The reaction the parents have towards the student then and now as well as the reaction the parents have towards the teacher then and now.

During my observation of this 9th grade Algebra1 class, I was interested in the way the teacher was teaching the lesson and the way she was interacting with her students. In high school, I had math teachers who would go over a procedure all at once without pausing between steps or asking students if we had any questions or if we were confused. My former teachers’ process of teaching left me confused throughout the lesson until they were done teaching so I can ask them for help. I really appreciated the way the teacher took the time to pause between steps and asked her students if they had any questions. When the teacher did this, I believe that she made her students understand the lesson better and helped them process

Many students were confused about what were expected of them during certain activities. They were hesitant to say anything, but their faces and body language reflected confusion and nervousness. Other students were copying from their neighbors, writing down any answer, or not completing the work in the way that she directed them too. There were questions that followed a reading assignment, however,

It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.

The observation was conducted at *** in an special education math class. The students were 8th grade students with learning disabilities who needed support in the field on mathematics. The classroom consisted on the special education teacher, the classroom aide, and ** students. When I walked inside the classroom, all the student had their desk facing the front of the classroom. The teacher instructed for the students to take out their chromebooks because students were beginning to become exposed to a new testing program. Ms. ** was clear in letting students know of the new program they were going to be using and to focus on the tools the program gives them to work with and how to save their answers along the process. All students were given sufficient time to walk through the new program and to ask questions on how to complete a specific task. When their time was complete, students moved on to being introduced to slope-intercept form. Students were given a video to watch to give them an over view of what it was, but also as an introduction to the new material. Ms. * exposed to the students multiple times to the material by showing students how to do it, allowing them to do it on their own, and working in groups to solve the problem. During the period the * students were with Ms. * they had the opportunity to have multiple exposure to the new material they were learning.

They were asking the questions that were running through my head, but even though I was curious I had to get them to class. Guiding the group back into line I explained, “It must be something important, like an announcement, that the teachers need to do. But it 's the end of the day, so the faster we get to the classroom, the faster we can go home.” With the prospect of going home in mind, the class quieted, scurrying to their classroom. Once there, I counted heads twice to be sure all of them were present, turned to lock the

Alina was observed during the morning in her third grade class. At the start of the observation, Alina appeared focused and engaged as she worked independently on a math assignment. After a few minutes, Mrs. Hippchen, Alina’s third grade teacher, reviewed the math answers to the class. As Mrs. Hippchen reviewed the answers and called upon students to provide answers, Alina appeared focused as she listened and wrote on her math worksheet. She occasionally looked over at a peer’s paper during the activity. When Mrs. Hippchen asked the students to raise their hands if they obtained the correct answer to a question, Alina raised her hand. At one point, Alina was called upon to solve a math problem. She incorrectly answered the question, however, with her teacher’s feedback, she was able to correct her answer.

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.