Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Importance of teaching method
Relationship between teacher and student in school
Relationship of teachers and students
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Importance of teaching method
Over the few days that I got to observe at Magnolia Elementary, I observed that the teacher followed the same procedure every day. In the morning before the class started she would allow the students to have a restroom break and fill out their water bottles.
Since I observed on multiple Friday, it was the day that the teacher would award her students with a dance break. When I asked the teacher over why she gave them the dance break, she responded with, “If the students acted good during the week, she promised them a 5 min dance party. Plus it wakes them up.” After the dance break, the instructor would start the lesson by huddling them up in lines of five and going over the class objective.
The instructor would read the objective in parts
…show more content…
When this lesson was in play, the teacher would sit on a desk and call out certain students to create a group of about eight people with her. Then she would go over the objective in more detail by restating the objective and going over the key words again. Then she would go over the worksheet with the students. At this moment is when I realized how much patience is required to be a teacher. I got to observe how a student processes new information. Questions that were asked where common math question such as “What is the difference between 25 and 10?” From here the students were giving about five minutes or less depending how quick the group answered. Then the teacher walked around and checked the students answer. Without calling out anyone she then copied a mistake a student made. Then she asked the whole group to explain why this answer was incorrect? Step by the step the teacher would go over the problem and purposely mess up once in a while to see if someone caught her. The reason for doing so was because the students love to prove the teacher wrong. She would follow the same process for about two more question and then ordered the student to finish the rest of the worksheet and turn it in at the classroom’s designated
During my time observing in the special education room I got to see a read aloud where the teacher attempted to get all the students engaged in the lesson, to the best of their ability. The teacher would ask questions after reading each page, and had the students turn the page and make connections to the text. There were four students in the classroom at the time, and they were corrected if any errors were made during the reading, and they were encouraged to participate (to the best of their abilities.)
John Henry is a 15 year old 9th grade student who suffers from ADHD and anxiety disorder. John frequently makes inappropriate verbalizations during teacher’s instructional time. This behavior causes distractions for himself and his peers. The teacher would ask John to stop talking out of turn, but the student only stopped for a short amount of time. The teacher would then pull John out of the classroom to speak one-on-one on some adjustments he can make with his behavior to make his learning more successful. After pulling John out of the classroom, he would be complaint for 2-3 days, but not for a week long period. Afterwards, the parent/guardian were contacted, but the target behavior was still not altered in any way.
Lessons in many classes are rushed and left unfinished due to the tight time restraints placed upon teachers. They are given an inadequate amount of time to teach the excessive amount of material given to them to cover. More often than not
Announcements signal the end of time to work on the bell ringer, and after announcements Ms. Schreyer leads the class in checking their work. After morning work is completed, the students begin their science block, then the students had their technology special. During this time, Ms. Schreyer had a planning period. When the students return from technology, a few students leave for a pull out emotional support class, a student from second grade joins the class, and the rest of the students have math class. After math class ends, the students went to lunch as I completed my time in the classroom. On Thursdays, I arrive a few minutes into math class, typically as they finished checking homework from the night before. I observed the remainder of the math lesson until it is time for lunch and recess. During recess most weeks, Ms. Schreyer's classroom was the workroom for students who did not complete their homework or lost recess time for whatever reason. After recess the students have a bathroom break, then switch classes. Ms. Schreyer's homeroom students move on to writing, and a new group of students came to math class. This class has 18 students, and included the students who receive
I am a student aid at John Reith Elementary for an AM/PM kindergarten class, mostly for the PM class. My first week at the school, I only observed the teacher and students. The students were working on their station activities such as reading and playing a game. On this particular day, as the am class was getting to leave, the pm class joined the am class in singing songs together. The pm teacher was absent and a substitute teacher filled in. The pm teacher planned out a detailed lesson plan for the substitute teacher to follow such as name tags for each kid and worksheets. The students were helpful during role call by saying other students name or which student was absent. The teacher assigned table leaders, and the students were in charge of passing out papers and getting the necessary materials such as pencils and crayons. The substitute went over the math lesson, passed out the worksheet, and each student did the worksheet. They read “Chika, Chika Boom Boom” and drew a tree and had lunch time. The AM teacher passed out Ritz crackers to the students that forgot their lunch. If the substitute teachers had a question, she would ask the am teacher. The am teacher kept the students on track if they were doing something wrong. Even though the substitute teacher didn’t follow the lesson plan exactly, she was able to get the students back on track.
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.
David's parents appeared to be in an okay mood when the QP arrived for the session.
The second day of my observation during the 3rd grade class I noticed that the children were very wild and disobedient. Mr. Dunn told me it was because P.E. was their last class of the day and they were ready to go home. In addition to this it had been raining all day so the children had not gotten outdoor recess. The options for students when it rained were to either go to the computer lab or the cafeteria. Since the children had not gotten to run around and get out some energy, they acted out during P.E. Mr. Dunn told me there is a link between physical activity and learning and when children don’t get the physical aspect it makes it hard for them to focus, retain information, and behave during learning excercises. Throughout the duration of this class the children ran and yelled and climbed on things they weren’t supposed to. Mr. Dunn used his microphone a lot and the police officer came in to help calm the children down. The students would not be tamed, so the class turned into more of keeping the students from hurting themselves and each other and just ignoring the tattle telling and yelling. Each of the planned tasks did get completed and the students did learn, but I could tell by the end of class Mr. Dunn was stressed and the police officer laughed at his expression. One of the things I admired about Mr. Dunn was that even
I chose to observe our amazing SEIF, Mrs. Walker, for my field observation assignment. Honestly, I spent more time helping her with the special education department than I did actually observing her. Western High School has the largest number of special education students in all of Clark County School District. That being said, we are currently over number in the special education department as far as students are concerned, and with the new system that we are now required to write our IEP’s, our department is under a lot of stress. All that considered, Mrs. Walker has done, and is currently doing, an amazing job keeping us organized and in order over these past two grueling months.
I made it clear to my students that they had a voice and should not feel intimidated, even by their peers. I focused on building their self-esteem and confidence early enough because self-confidence was linked to everything else either in the classroom or out in the community. Notably, my students are aware that they could correct me or voice their ideas if they thought I was wrong in a teaching concept. It was surprising, but I learned a lot from that exercise, at times when I would lose insight into a concept. At such times, I picked on an idea that improved my teaching methods and the learning experience at classroom. Even when the students were working in groups, the touch was not lost, and I ensured that I gave the same attention to everyone.
First of all, I would let her know that I am here to help and support her. I would ask her to evaluate her classroom environment, and classroom management; and consider making some changes. Classroom environment plays a big role in a student’ s education. If children feel safe, comfortable, welcome, can express themselves, and enjoy being in you classroom, then they are more likely to have a better learning experience. They will be open to try new things, participate and communicate with the teacher and their peers. As a teacher, all of your students should feel like they are a part of the class; regardless of social economic status, cultures, or disabilities. One way to include all students is to get to know them by having them tell/about
Throughout my field visits to different schools, I encountered all different types of teaching practices and school environments . The first school I attended was Burger Middle School. While at Burger Middle School, I observed many classroom routines and procedures. For example, as a teaching method at Burger Middle School, students were put into groups of three. This method allowed the teacher to observe the whole class instead of students seated in the front. This teaching strategy, created student engagement because the seating arrangement allowed group work that created student discussion and collaboration. While touring the school, I saw a fantastic school atmosphere. There were plenty of classrooms used for subjects that included; art, math, technology( two rooms), a science and even a workout fitness center. As I walked around the school I saw a productive learning environment. There were posters on the wall about important historical figures like Mahatma Gandhi and Thomas Jefferson. Overall, I saw a safe and supportive
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,
Through classroom observation I was exposed to the different methods of teaching a lesson. The methods of teaching depends on how will the teacher execute the lesson well. I learned that modern learners today needs both modern and traditional way of teaching as for them to fully learned the lesson in a meaningful way.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.