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the importance of parental involvement in children's education
the importance of parental involvement in children's education
why parents should be involved in school
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The educator observed was Mrs. P and she has two pre-kindergarten classes, a morning and afternoon class. There are two teacher aides in the classroom, which are there all day. While observing the morning class student E was observed as a special needs student. This student is a five-year-old girl, who has many strengths and challenges. Strengths and Challenges Student E is cheerful, friendly, and seems to generally want to please her peers and educators. Every time student E was observed she was always happy and in a great mode. She was nice and went out of her way to share with every student. She appears to have a strong comprehension when verbally presenting information, she knows her colors and some shapes. This student has an extremely …show more content…
She was playing in the kitchen area with two girls and walked off to play on the iPad. Once on the iPad she stopped playing and went to paint a Christmas tree, which she did not complete. Sustaining one to one connections with objects while counting is difficult for this student to do with help. While counting blocks with a teacher aide student E would count the blocks without touching them and skip numbers as she counted. The teacher aide would model the behavior, touch a block, said 1, touch another, said 2, and then ask student E to do the task. Throughout the day student E disrupts the educator to ask questions which are irrelevant to the lesson. During a math lesson she blurted out that she got a sticker on her shirt from the …show more content…
The educator has fifteen minutes for students to take turns and tell the class about anything they deem fit to share. Every student does not get a chance to talk every day, but they all receive time to speak each week. This allows the students to get their stories out before they have the chance to disrupt a lesson or activity. An example is when student B tells about what he had for dinner and student F blurts out what she had, the educator asks do you think that was respectful? She allows Student F to respond that she apologizes to student B. Student B than finishes his
When I walked into the school, I was greeted by the receptionist who kindly showed me where to sign in and then directed me to the teacher I would be observing for the day. The staff was dressed very appropriate for the day and on Friday they were able to wear pink because it was October. Although I did not see much interaction with factuality with each other, I was able to witness when the teachers of a certain grade would come to pick up their students. I saw how the teachers interacted with Mrs. Lee and they were very respectful. The student’s behavior varied from class to class. Most of the classes were well behaved with only a few students causing disruption. Mrs. Lee had warned me that the kindergarten class is normally noisier than other classes, but to her surprise the students were very quiet and did their work independently with no interruptions. Mrs. Lee did a wonderful job at keeping the students disciplined within the classroom. She would give positive re-enforcement and correct students when they would do something incorrectly. She worked really well with the students and they students responded in a respectful manner to Mrs.
Student number one is very talkative and always expresses his opinions (appropriate or not). He is also very eager get work done and has shown he is very interested in what we are doing. He has told me that he likes to work on cars and said it would be very cool to incorporate them into his project. He told me his future goals include going to a college in Texas for certification to work on cars. He is actually from Texas but his family moved here for work. He is Hispanic and stays particularly close with his culture. He has played many sports in school. My second day of working with him, he mentioned that if anyone complements him, they must touch the article of clothing they complemented or he will be cursed. At first I wasn’t sure I believed him, but his teacher seemed pretty serious when telling me to be aware of that. I also learned, as a tenth grader he, is expecting his first child this year and the reason why he is at the center is because of aggression issues.
David's parents appeared to be in an okay mood when the QP arrived for the session.
The classroom observation took place in Chaira’s class at Early Education Center (EEC) in Highland, NY. Chaira class is a self contain (Full day center-based special) class that consist of 12 children, 2 assistant teachers and 2 one to one aides. The age range for this class is from 3 ½-5 years old. EEC starts at 8:45am and ends at 2:30pm. The staff is very friendly and caring to the children. I arrived EEC at 8:30am and talk briefly with the teacher. She discussed the agenda for the class. She invited me to interact with the children in the class. This allowed me to observe and get hands on experience working with preschool children.
For my behavior management observation hours, I had the privilege of spending the day in a three year old preschool classroom. This was a different experience for me because I am used to observing at the elementary age level. When I contacted the teacher about observing, she was very welcoming and suggested I come in on a party day. I was excited and nervous to see how exactly a three year classroom would be managed and to my surprise, it was managed very well.
This was interfereing with her academic instruction in class. Being in practicum, I realized there were many students that felt this way. Students needs a lot of encouragement. If we showed them that we noticed they will work harder to achieve success. Whenever, I get the chance I would encourage and praise students when they are doing something correct or great. For example, Student A was having trouble with the colours of the rainbow. Student A wanted to give up. I noticed student B had already finished, so I asked this student to help Student A. With the help, Student A finished her rainbow colours. I gave a lot of praise and told this student that they did a beautiful job. I also praise Student B for helping Student A. Both student was very proud of themselves. Student A worked harder because she knew they could do it and Student B continue helping other students because it made him feel good. Being in a happy environment made students want to learn and grow. Another example is building relationship among students, which can also help with academic instruction in the classroom. During week 4, Student C would work on tasks himself and didn’t engage with other students. I remember initiating a connection between Student C and another student. Afterwards, they started talking and helping each other out. Student C was no longer sitting alone. From then on, I realized every student needed a friend. To build relationship between student I would switch up their seats, so they would be sitting with a different student each day. This way they can get to know each other. Finding strategies can help student overcome many circumstances that interfere with their academic instruction in the
F class are receptive, especially when she has the evidence to show. The portfolio was a visually tool, and for her Hispanic families she had her notes written in English and Spanish. Ms. F feels most of the parent and teacher conferences goes well, however when behavior issues are the concern meetings tend to go left. She had a male student in her class who liked to hit other friends on purpose. When time for the conference she starts with a positive approach, however once she engaged in the child’s behaviors the parents shut down. Which caused Ms. F to feel awkward, the parents became very distant, and she still today wonders how the child is doing socially in the public school system.
In the third grade classroom that I observed, I had the chance to witness the children learn about landforms. The teacher began class by describing the game that they were going to play that would help them understand the vocabulary terms for the landform unit. The students were first given a landform "dictionary" that had all of the terms and definitions, and with that the students had to be able to come up with clues in their own words to later have their partner guess. While the students working on this, the teacher went around to a few other students that seemed to be having trouble and further helped them individually with the activity. With this concept, the teacher was using more then the academic domain and was illustrating social-emotional
In the past site visit observations, I do not see Mrs. Corcoran monitoring the hallways during the transition from one block to the next. When her students enter the classroom, she will greet her students and tell students to write in their assignment notebooks. During this time, she will walk around the classroom to observe if her students are completing the given task. I observed the students walking into the classroom, which most of the students were completing the given task, while other students were roaming around the classroom. When Mrs. Corcoran noticed students not doing what they were supposed to be doing, she would tell the students to fill in their assignment notebooks. Standard 4L relates to PA ten by how Mrs. Corcoran models a positive attitude and is direct with her students. She incorporates classroom management techniques by being direct with students and reinforces students to complete task if they are not doing so. Students respect Mrs. Corcoran by how she implements classroom expectations during classroom instruction. She establishes positive relationships with her students by greeting her students and teaches students based on their needs and interests. I learned from this performance activity to greet my students, give students clear direction of what needs to be completed, and teach students centered around their needs and
Six exceptional student education teachers, employed in public high school located in north Florida. Six teachers will participate in the study and have a minimum of a bachelor’s degree. At least three teachers will have completed the ASD endorsement. Three teachers will be currently working towards the ASD endorsement by completing the courses offered by the school district. All teachers will service students diagnosed with autism spectrum disorder at a communication and social skills school site. Three teachers will serve students in a self-contained classroom and three teachers will serve students in the inclusion setting. The primary locations will be classrooms in which instructional services will
My school is Salk Elementary which is in Mesa Arizona. I am in Mrs. Sechez’s classroom which is a 5th grade classroom. I am a former student of the school and I attended 3rd to 6th grade at the school. I am familiar with the community because I am a former student and because I live in the area. Salk is a Title 1 school and fosters a community of diverse learners. There is a significant Hispanic population of students at the school which is about 44 percent. 80 percent of students get free or reduced lunch. As a former student, I was one of those who got lunch for free due to my economic situation. Economic wise, Salk is in an interesting position geographically. Salk serves some of the lower income areas that are to the south and southeast
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
Student A caused the most disruptions during independent reading. I adjusted her learning goals by differentiating her assignments and pairing her with another student to help her remain on task. I implemented a behavioral plan with Student B by using a point system. If he remains on task and in his seat, he will receive daily and weekly incentives Ex: 10 extra minutes on the computer, lunch with the teacher or a special prize from the treasure chest. I will also send home a weekly communication log that will allow his parents to know about his day at school. Student C has continue to be a disruption in my classroom. She continues to make noises, refuses to remain in her seat, and needs constant redirection. I will like to schedule a meeting with her parents to see if she displays similar behaviors at home and learn more about her home life. I will also like to recommend her for an evaluation to get her any extra support/services she might
Creating a positive classroom learning environment entails helping students understand that they are valued. Teachers can communicate value by being caring and accepting. One way for teachers to communicate their caring is by making eye contact and smiling at students while teaching. Throughout this learning segment you will notice that I scan my group of students and make eye contact with them. I also smile and laugh with my students so that they know that I am enjoying teaching them. At minute 2:21, a student makes a prediction about a story, when she makes her prediction I am excited and smiling and acknowledge that I appreciated her sharing. Another way that I show mutual respect for my students is allowing them to have time to think and share without being interrupted by peers. When I call on the student, I used her name and when other students try to speak over her, I reiterate that only students who have her name are speaking. This allows the student who is speaking to understand that I have mutual respect for her thoughts and that our classmates will also respect her th...
The teacher that I observed was Mrs. Cynthia Carney. She is the kindergarten teacher at Greystone Elementary school. As my first time in the classroom, I tried to observe as much as possible. I had a great first impression of the classroom, it is a very positive environment, and the teacher has definitely established a clear routine and rules that the students follow. The teacher did a very brief (5-10 minute) science lesson/introduction to the unit on weather. Although the teacher did not inform my partner and I about the exact objectives for the lesson, it was clear that she wanted the students to learn about making observations about weather. Her objective