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Classroom arrangement and organization??"
Organization of classroom management
Organization of classroom management
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When it comes to the planning and preparation at Carson- Valley the teachers would come to together while the children would watch a movie on Friday because Friday was the children’s movie day. I would see teachers writing lessons plans and cutting out activities for their arts and crafts. I saw teachers printing worksheets that they were going to do. When I was a Carson Valley they gave me a template of a lesson plan but never an actual lesson. I observed two different lessons in the classroom one was with the letter “T” and the another one was the children learning their names. I found the lesson on the letter T interesting because the teacher made the class so involved with the lesson. Instead of the teacher giving the children different
This article shows that each student had their path set up for them as soon as they entered school. The teacher only taught the children what they thought they thought the students should learn and what they needed to know in order to follow in the footsteps of their
(2010). No light at the end of the tunnel vision: Steps for improving lesson plans. The
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
I completed my final observation on October 15 at the UTC Children’s Center at Battle Academy. When I arrived to my classroom, the students were on a field trip so I quickly went down to the fire hall on Main Street to meet up with the class. At the fire hall, parents, as well as the two teachers accompanied the students. The students arrived back in their classroom around 11:10, and that is when the parents left. After the field trip the children ate lunch in the cafeteria, had a brief lesson in the classroom, and played outside. The class I observed was preschool, with most children around 3 to 4 years old. All the children seemed to be developing normally. There were 7 boys and 3 girls present in the classroom.
The school provided teachers with additional training to manage the increasing diversity of each classroom. “We strive for more equitable opportunities for how we engage as a community. It really helped form a cohesive theme for the last three years, so that when we told our story to WASC it made sense,” Rojas said. “I think why the WASC was so successful was because even though we had such a crazy plan, we could tell a single
Teachers at Hillside are people who devote their working lives and free time to educating the youth of Boise, Idaho in order to make the world a better place. And, for people who devote that much time and energy to doing this, they don’t get even half of the appreciation and kindness they deserve. Teachers at Hillside are often paid little respect, money, and are often thought of negatively by the students and, occasionally, administration of our school. The lack of respect, monetary gain, and the negative viewpoints many students have of the teachers at Hillside Junior High School is unnecessary, to say the least. As much as many students don’t think or care about it, they often disrespect teachers by doing and saying things that they shouldn’t, or
I am currently student teaching in a first grade classroom in a public school. The public school is located in an urban neighborhood in Brooklyn, NY. The school is located near the up-and-coming Atlantic Ave/Barclay’s Center area in the Boerum Hill/Cobble Hill neighborhood in Downtown Brooklyn. It is a neighborhood school with grades ranging from Pre-K through 5th grade. The school is spacious light blue building, surrounded by trees and townhouses. There is large playground with climbing equipment, which allows for outdoor recess and gym activities. Preschoolers also take walks to local parks for special recesses with their teachers, support staff ad school security in tow.
This past April, I was able to attend the Ambleside Internship held in Colorado, along with two others. Each day started by us coming together with a group of approximately eighteen others to read, narrate and discuss Charlotte Mason's ideas. We were also given set times to observe in the classrooms. When I was able to attend different classrooms, I quietly sat and observed the teacher and student engage different subjects and ideas. Each classroom was a peaceful atmosphere to sit with the text (be in picture study, bible, math, composer study, frobel, or phonics) remain the focus of each lesson. Teachers moved about the room giving support to each child’s individual weaknesses, and yet remain an alley to form a connection with the big ideas. I was able to take part in classrooms from Kindergarten through Sixth grade, learning new ways to bring the children the vast table of information set in front of them. It was also a great reward for me to revisit the Colorado school as this is where I attended my week long institute along with some of the staff currently teaching. On Thursday during lunch the staff came to have lunch with us and we were able to talk with a few about any questions we had after visiting their classrooms.
On April 1, 2010, I was welcomed into Mrs. Smith’s all day kindergarten class at the O’Dea Core Knowledge Elementary School in Fort Collins Colorado to observe and note the classroom conditions, interactions of the children among themselves, the teachers or other authority figures and the manner in which learning takes place.
First, understanding that children may have a preferred learning style, she incorporates into her lesson plans the strategies which address visual learners, kinesthetic learners, and audio learners. Most children do not have just one learning style, therefore, they benefit through different learning centers. Learning centers include the science center, the math center, the art center, the library, the writing center, and the dramatic play center. Next, she uses teacher centered strategies to lead many of her lesson plans so that she can guide and coach the children through the activities. Since the children are very young, she feels modeling and coaching the children are the most productive techniques. She does try to create lesson plans that vary in complexity and challenge the children based on their own ability
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
Students need feedback, clear expectations, and a schedule to follow throughout the day so that teachers spend less time directing behavior and more time is spent actively engaged in learning. There should be more time consumed on strengthening positive behavior and fewer on the negative.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.