Transition In The Classroom

At Arts-Based School I did my observation in Leni Fragakis’s third grade class. This was the first observation I had done since learning about instructional design. Since learning it, I now have a new way of observing, I pay more attention to the teacher; how she implemented the lessons, what

Target behavior: Michael always yells and laughs to other students when coming from the recess. Ms. Epstein always takes time attempting to get him back to his seat before starting the lesson. Ms. Epstein daily spends at least 3 minutes to gain control of Michael and to start the new lesson.

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

"Settle down, all of you, and pass your assignments to the front of the class," he said, removing his jacket. Emelie reached into her hot pink binder and pulled out the worksheet she'd finished just minutes before. It was crumpled and rushed, and she hoped Carlisle wouldn't notice that there were clearly two distinct sets of handwriting on the page.

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

The transition from Grady High School had become a starting point of a new life. Slowly but surely, it found its way into adulthood. Where I embraced a new sense of responsibility and maturity. At this given time and day, I was responsible for following the rules and regulations. These set of rules was being enforced by the principal named Dr.Bockman. Students did not appreciate her position as being principal, yet her job was to support the Grady community. She had a very strict job and she took it very seriously. Nevertheless, I made my first entrance into the steps of being in high school. I walked into Grady High School with an overwhelming fear of anxiety and depression. I had no idea what the expectations was gonna be. So, I knew that

teacher questions about the concept and truly grasp what is being taught. Many students today seem to only do the minimum in the class and get the grade that will

Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.

Alma Coralic Observation #1 Mason Elementary School As I walked into the classroom, Mrs. Wansong introduced me to her students. Mrs. Wansong’s class is lighted by eight big windows. By the computers there are buckets of books, crayons, and colored pencils. Right next to the buckets there are two

Transitions are changes that take part of our lives and are out of our control. Transitions are essential part of every person’s life but can be harder to adjust in early years. Although in early years’ transitions are supported by family, friends and practitioners/carers. Children’s early experiences of transitions can have a big effect on how they handle transitions in adult life.

During the class, she had the class create a foldable of ways they can remember the names of the elements. Then, she told them to take the foldable as homework so that they could explain the foldable to a family member and have them sign it. She also related the content to movies and created a song for them to remember the elements. Before they left for the day she mentioned the project to come where they would have a chance to present a designated element to the class. One requirement before turning in the finished product was to turn in a rough draft before turning in the finished product. Above all, the best strategy she had was that she checked for student understanding and quickly reviewed the day’s assignment before they left the

When Jayden is asked to complete a task independently, he will frequently look at his neighbors work. When he is asked to independently write his numbers, he needs frequent reminders to do his own work. A folder as a divider has been used to help Jayden keep his eyes on his paper. If he does not automatically know the answer to a question, he will instantly look at his partner’s work. When he is transitioning in the hallway or in the classroom, Jayden will look behind him numerous times each transition to see what the adult or his peers in the room are doing. Jayden is frequently reminded to keep his eyes facing forward and watching where he is walking. When Jayden is asked to make on topic comments in Math, he is able to do so 95% of the time. When he was working on identifying numbers, when the teacher held up

Introduction I observed two of Mrs. Colorful first grade English/Reading class at Cowboys Elementary School on February 14, 2017 from 9:00 A.M. to 11:00 A.M. CST. I named the school Cowboys Elementary School because my favorite football team is the Dallas Cowboys. The first thing that happened to me when I

After five minutes, Ms. Zullo realized that the students were having difficulty making a start, therefore, she took time to address the entire class and have them, as a group, brainstorm ideas. Consequently, working collectively, the students were successful; once ideas were forthcoming, students began to make connections. The students were redirected to continue writing ideas independently. After approximately 10 minutes, the students were asked to stop and a new writing assignment was presented. Ms. Zullo told the students to explore an idea for new Beverly Clearly story including a title, a brief outline of what the storyline, and who the main characters are. The students were given fifteen minutes to jot down their ideas in their writing journals, after which they shared their ideas. During this time, I walked around the class helping students who raised their hands to ask questions regarding spelling, or who wanted to bounce ideas off me. The verbal descriptions students presented were far more elaborate that what they had actually written in their journals. Once the students had shared their ideas, they were given colored paper to fold in half to design a book cover for their book idea. It had to include the title and author and an

The group table is used only for reading. She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.