Teacher Observation Essay

was such a learning experience. As a future teacher I learned a lot about myself. For one, I learned that being a teacher in a Title 1 school is not for me. Our course text in chapter 4 stated that there is a shortage in the right kinds of teachers in urban communities. The book is absolutely right. When it comes to kids in Title 1 schools and urban communities it takes a special kind of teacher to deal with the issues that appear in those kids. A teacher must be willing to put in extra time to work

SOLOM teacher observation assignment I received great information about where my student stands and what areas he has room for improvements so that I can better his learning. My student has great comprehension skills. This is definitely his strongest skill out of the other four. He understood all directions given to him. He did have trouble understanding one word on his quiz so he asked his teachers for help. Under comprehension, I would give him a 4. He was able to understand what the teacher was

preschool teacher. Wyoming also boarders South Dakota, so I wondered about their similarities and differences. The first thing I noticed when comparing the two states ratios was the age ranges. South Dakota only has four main categories (Infants, Toddlers, Preschool and school-aged) while Wyoming broke up their ages more. Since the South Dakota ratio was the same for an infant and a toddler you could also put them into one category. In Wyoming, all of the age ranges had a different teacher to child

I had the privilege of observing a teacher at my church pre-k classroom on Wednesday the 6th of December 2017. Ms. Janet is a teacher at Shiloh Elementary and she always have her lesson for her classroom ready and presented in a well manner. I introduced myself to her and her classroom and was greeted and given a sit by the corner of the classroom. She gets her students up for physical warm up, they all went to stand on their assigned spot for their daily routine. Ms. Janet play “Ants in my Pants

be change, there must be conflict.” In my first few years as a teacher, I encountered a great deal of growth experiences. Ruminating on those early years teaching reminded me of an Oscar Wilde quote, “Experience is one thing you can’t get for nothing.” Looking back on those early days I have to laugh at my ignorance. Luckily, ambition coupled along with initiative motivated me to seek out assistance from colleagues rather than teacher orientation program. Assistant Principal (Lawrence Smallwood)

The veteran teacher I observed for the 5th grade also teaches 6th grade students. She is a veteran teacher with a lot on her plate. I truly don’t see how she juggles both 5th and 6th grade students. I really think she does a good job with what she has. This experience shows me that elementary teachers really deserve more credit than they get. Day one the first 6th grade class they come in really loud and are very talkative. When the teacher tries to start their group discussion over the planetary

I had an opportunity to meet the ELL teacher who is responsible for educating ELL students in the district. She allowed me to observe her teaching a couple of students at Brighton Elementary School. The teacher informed me that she teaches ELL students using Scholastic books and a Scholastic app. Additionally, the scholastic app is usually used to help students replace missing words in a sentence, assist students with pronunciation, punctuation, & comprehension. While I was observing her class, the

In the past couple of days I have went to 3 different school to observe and interview teachers about their assessment tools. I interviewed both preschool and kindergarten teachers. The schools I had visited were Crocus Academy, Gutermuth Elementary, and Auburndale Elementary. The first school that I went to was Crocus Academy. At Crocus Academy I interviewed Ms. Amber. Ms. Amber went to Elizabethtown Community Technical College as well. Amber teaches a preschool class at Crocus. She walks around

History of Teacher Observation and Evaluation Initially, education was not recognized as a professional discipline or field of study. Teachers were considered community servants instead of professional educators. Local government officials and members of the clergy were responsible for hiring teachers and making judgments about their teaching abilities. It was believed that clergymen were the best choices for this role due to their extensive levels of education and their alleged ability to guide

Teacher Interview and Observation on Lesson Implementation Theresa Flournoy University of Phoenix/Axia College EDU 310 At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed

A. Evaluation Form or Observation Protocol The evaluation form that was used to evaluate a classroom teacher’s performance is a rubric used by the school district (Hillsborough County Public Schools, 2012). A1. Performance Factors The teacher was rated using a rubric with specific criteria in four domains including planning and preparation, the classroom environment, instruction, and professional responsibilities (Hillsborough County Public Schools, 2012). Within each of these domains are components

administrator at AW Brown Fellowship Charter School. We discussed a conflict she encountered with the pre-K 3 teacher and her teacher assistant (TA). The pre-K 3 teacher was a returning teacher. She had done an outstanding job with the 3 year olds the previous year. Everyone was impressed on how well she had done being a first year teaching. The TA was a new hire, her first year teaching. The pre-K3 teacher and her TA did not see eye to eye. As a result the instruction was not quality instruction, transition

For my teacher interview and observation, I observed and interviewed Mrs. Jackie Tosh. She is a 3rd grade teacher and has 24 students in her class. Mrs. Tosh graduated from ESU; she obtained her Bachelors in 2004 and her Masters in 2010. Mrs. Tosh plans and prepares for her classes three days in advance, with her team. They come up with objectives and decide how they will accomplish each of them. The team then sits down again to see where they are at and to discuss if there is anything they need

Becoming a Teacher I’m Amanda Beauchamp from New London, Iowa. I’ve been married to my husband Nate Beauchamp since September 1, 2007. We have four children together; our oldest boy is 10 years old. Then we have two girls, Nayla, who is 7 and Raeleigh who is 6. Our youngest boy is Aven, and he is 4. My oldest three children attend Harlan School in Mount Pleasant. My youngest is attending his first year of preschool at Little Bees in Mount Pleasant. I currently work in the Mount Pleasant

Being an educator is a very challenging job. The slightest things teachers say or do affect the child’s working ability, independence, and motivation. Children look to adults for approval and guidance so teachers need to make sure they are practicing certain techniques and phrases to get children less dependent on their approval but rather more independent on their education. It’s important that current and future educators know what to say to children so that they are pushing themselves to their

had the opportunity to observe two eighth grade teachers as part of my internship process. I will use aliases for these teachers. Mrs. Cessna is a Middle School Social Studies teacher who is currently teaching U.S. History to eighth grade students. She has been teaching for thirteen years. The second teacher I observed is an eighth grade Math teacher, Mrs. Knox. Mrs. Knox is in her twenty-first year of teaching. Mrs. Knox is an amazing teacher. The Common Core Standards for math are very challenging

Teacher Interview and Observation The teacher interviewed and observed was Mrs. Linda Grill, she has twenty-eight years of experience. Her first ten years of teaching were at an inner city school in Los Angeles, where she said, “I was the only white person there.” For the last eighteen years she has been teaching a variety of grade levels at Aurthur Hapgood Elementary in Lompoc, current she teaches kindergarten. As I work at the same school as Mrs. Grill, I interview her almost daily, for the

High School Teacher (Video 8, Jayne): In this video, the teacher’s goal is to teach the students about Angelo names. She believes that knowing these names can make reading and comprehension easier for them if in case any Angelo name was used in the text. She assigns an activity within which the students practice the Angelo names. And then, the teacher helps them to read and focus on the Angelo names. One of the students read the sentence and thinks that Jill is a male name. Here, the teacher corrects

The Disconcerting Truth: A Practicum Observation of a Mentor Teacher & Senior Government Students Thirty-six desks were placed in six rows of six and each one faced the SMART board awaiting the third block seniors to come in for their government class. The adjacent cement walls had no artwork, posters, or examples of student success. In a list of three, the only whiteboard contained the class’ plan for the day, but the faded green marker rendered it indecipherable from across the room

Teachers must be aware and can identify the different levels of knowledge which goes hand to hand with Bloom’s taxonomy. According, to “Center for Teaching” this concept includes a maximum of six different levels such as understanding, remember, or evaluate. However, knowledge is the basis of these six cognitive processes allowing a teacher to categorize where the student exist and what it takes to improve their knowledge. In chapter 3-5 the author relates to the knowledge of the teacher by outlining