One other ritual that is important for the flow of the class is transitions that occur throughout the day. The students have a set schedule every day where they transition say from lunch then to library time then to math center time etc. By having transitions happening in the classroom this gives students the opportunity to learn their schedule and lets them know what comes next in the day. One more ritual that I think is important for the flow of the class is the end of the day procedures that is followed by the teacher. What happens in the classroom that I noticed is that the teacher first asks the students to wipe down their desks.
To cut down on some of the talking between the students. All eyes were on the teacher when she talked waiting in anticipation. The class was well organized and everything was in placed. The students had their own lockers in the classroom. They had time before class started and before lunch to get out what they might need for the day.
Instructional Strategies Paper When get involved in a class room as a teacher or a practitioner you will see many different instructional strategies that teachers may use. These strategies may change from teacher to teacher and grade level to grade level because not all strategies work for everyone. That is one that that Mrs. Franzmeier told me was that I need to find instructional strategies that work for me and for the way I teach. She told me that it is something that sitting in a classroom listening to a professor all day can teach you. She said that you need to be in the classroom getting hands on experience to gain the knowledge.
I. Title Page: Running head: OUTCOMES USING THREE SCHEDULING METHODS Which Schedule? Learning and Behavior Outcomes of At-Risk, Ninth Grade, Math and Science Students Using Three Scheduling Methods: Parallel Block Alternate-Day Block and Traditional Name University Name Name of Class / Title of Project / Name of Professor and his/her title Abstract Page: (State the Purpose of the Study) Abstract For many generations, high school students have had a schedule of six to eight periods a day with each class meeting every day for forty-five to sixty minutes. To better utilize the time spent with students, many schools have begun to reform scheduling practices. Many schools have chosen to change to block scheduling with the purpose of improving the outcomes of student learning and student behavior.
It is important to have different learning centers within the room. Ms. Casillas ' room had a writing center and a reading corner. It is tough to have a learning center for each subject taught, when you are limited to one classroom because there is not enough room. Even though the space is small, the room is very organized. In the front of the room, there is a whiteboard where Ms.Casillas puts the date, the helper of the day, and any other important news she wants to share with the class.
I handed out questionnaires to other students at Purdue and observed Melara’s class for about two weeks. In addition, I interviewed Saree Strom, a student in the honors section of Psychology 120. The class of Melara’s that I studied meets every Monday, Wednesday, and Friday between 4:30 and 5:20 PM. Class is held in the giant lecture hall on the first floor of the Lily Hall of Sciences on State Street. There are about five hundred students in this section, and the seats are set up like a stadium so that each row is higher than the one below it.
74 Hamlin Park, I was placed in an emotional disturbance classroom with six third and fourth graders. Entering the classroom I was given an insight on the students’ behavior, cultural background, family background, and academic achievement. I was given directions as to why sometimes the classroom had more than two teachers inside and what were the procedures. Each student had his own desk and was not allowed to work with other classmates. The classroom itself was made so that all the students in the classroom did not have to walk out the room.
All three teachers had established routines for entering and exiting their classrooms. For both teachers, the students would wait outside the door for the teacher to go out and greet them. When they entered the room, they knew to immediately sit in their assigned spots on the floor. Mr. Leonhardt and Mrs. Pollard would then immediately start teaching, so that the students did not have any time to be rowdy. Mrs. Davidson was not as assertive with her routine, so there was slightly more noise in her room at the start of class.
All teachers are required to assess students for reporting purposes, particularly at this time of year as the semester report writing begins. My SBTE and I recently had a conversation about the tensions and biases which arise in reporting due to the relationships teachers have developed with each student. From my limited time in the classroom, I can see a smaller-scale version of this tension as I have started to get to know each learner. With each lesson there is also some form of informal assessment to judge if learning outcomes were achieved. Due to the diversity in the classroom (particularly this classroom as it is multi-age), it is a tricky balancing act between the need to be fair to individuals and the need to be fair to the group.
In the US each student has their own individual desks. We had about twenty- eight desks in the classroom. Usually the girls sat with the girls and boys sat with the boys. It was not restricted where we had to sit, but it was better to pick the seat the first week of school. Once we made friends to share a chair, basically we signed up to sit together for the rest of the school year.