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Observation experience in the classroom
Observation experience in the classroom
Observation for public school
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Peter was my student of focus during observations. He is in a first grade class at the St. Eugene School in Yonkers, New York. Although I do not know the implications of Peter’s IEP due to confidentiality, the cooperating teacher did inform that Peter does have an IEP. After observing Peter’s classroom for almost three full days, I attempted to build an understanding of his performance and engagement in specific areas of reading and language arts. I observed Peter’s writing, reading, listening, and speaking skills. When completing writing assignments that require Peter to write or color, Peter does not start the task right away because he gets distracted by playing with writing utensils or focusing on what his classmates are doing. I noticed on the morning of March 20th, Peter sat down, left his jacket on, put his book bag behind his chair, grabbed his pencil, but did not start writing. Peter played with his pencil instead of actually writing. Peter twirled his pencil and kept feeling the texture of it. In …show more content…
At the end of the E-Book, the teacher asked who the characters were, what the setting was, and what the plot in the story was. Peter raised his hand to participate and answer the questions. This demonstrated Peter’s comprehension skills and showed how he was paying attention to the story. On March 3rd for phonics, Peter sat on the rug quietly when asked by the teacher demonstrating he can listen and follow directions. All students, including Peter repeated their “I can” statements. “I can” statements are an adjusted version of the objective for students. The “I can” statement for phonics today was “I can tell different sounds in words.” Peter listened to the teacher state the “I can” statement once, then repeated it. Also at the end of reading groups this day, Peter was given a task to put the reading books in the white bin. Peter followed directions again demonstrating quality listening
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
7). Students will have the opportunity to practice reading aloud and silently to improve their
this case is in regards to Amy Rowley, a deaf student that had excellent lip reading skills. She is under the IDEA Act and was provided resources in kindergarten that her parents wanted to follow her to the first grade. However, the school noted that Amy was an exceptionally bright student that with the use of some other aids would successfully complete the 1st grade. During the IEP meeting the school recommended that Amy
According to “Cognitive Development and Learning in Instructional Contexts,” by James P. Byrnes, in order to best predict a students reading achievement, it is best to see if children are able to repeat stories that were just so recently read to them. This is a better way of assessing the students than any digital span. (Byrnes, 2007, p. 175) With this in mind, I asked questions that provoked a lot of thought and guided the conversations. I also implemented turn to talk into my lesson to hear what the students were saying to their peers about the story as
Field Experience Description (Preamble/Introduction/Background): the following field experience observation took place at Plainfield Connecticut’s Shepard Hill Elementary School, 234 Shepard Hill Rd, Plainfield, CT 06374, herein S.H.E., during the fall of 2017, and was conducted by Sacred Heart University M.Ed. candidate Peter Scott Harmyk, Esq. Because of confidentiality requirements per request of the interviewees, specifically the classroom teacher and the special education teacher, herein “Ms. Teacher” and “Ms. Special Ed” the two students observed for the purpose of this essay shall also remain anonymous; further, this candidate was respectfully denied access to the appropriate IEP and 504 documentation corresponding to the two first-grade
Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).
IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.
English 101 is one of the most common college courses in the world. When I enrolled in the class, I was bothered that I would have spend forty hours in a freshman writing class; along with at least another forty hours throughout the semester writing for the class. What surprised me, was that when I began writing my essays I was not annoyed or bothered; I actually enjoyed the assignments. Most importantly, throughout the course of the semester, I have become a better writer and have ultimately met the course goals of English 101.
In this case, the IEP requirements of the child Frank Evans were not met by the school and the district. The reading and the facts provided in the case show that the district did not have any IEP for the child prepared at the beginning of the school session (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.). The IDEA states that the IEP has to be prepared in a meeting where the child’s parents, a qualified spokesperson from the concerned school, the child’s teacher and when possible the child himself. With the consensus of the people mentioned here a detailed document about the assessment of the child’s educational needs and an action plan to meet the same is devised. Frank Evans was within his legal rights under IDEA to have an IEP for himself which was not provided and hence severely undermined the child’s performance levels in the school (FindLaw's the United States Supreme Court case and opinions,
My biggest improvement in this English 111 class was my writing. Writing tasks that were assigned greatly strengthened my overall performance throughout the course, preparing me for the future classes. The environment made me feel at ease, helping me evolve as a student, and as a person. The environment made me feel at ease, preparing me for future classes. Another large achievement of mine that I displayed in the class, was my ability to talk comfortably with the other students. The variety of group activities we did allowed me to openly speak my opinion, leading to a better overall performance with my work and papers. The English 111 class enabled me to have better participation in and out of class and allowed
Throughout this semester we have had to write many types of essays. Although this is a college English class there is still room for improvement. I made much improvement during the semester of the class. I was able to identify my weaknesses. I learned how to make improvements to the areas I was having problems in. Although each essay we did was different I was able to begin with one essay and throughout the semester turn it into two other essays. I was able to change my style of writing to fit the type of audience I was working with. I will continue to work on my writing and keep improving it.
The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...
This case study began in Andy 's second grade when he first received his IEP. In his third grade year, he was in Mrs. Sachs ' class, who is a strict teacher. In that environment, Andy could not succeed. However, he was also in a resource room with Kathryn, but in the resource room, he was showing little progress. Now, the CES board is voting to decide whether or not Andy will receive his IEP in the fourth grade.
Session Two: Jonathon and I worked after school, at school for an hour. We spent an hour going over new words, reading a section of the same difficult text and started on his spelling homework. Jonathon’s concentration level was again fantastic in this session.