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Short note on classroom management
Short note on classroom management
Factors affecting student behavior
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Reading: Shawn comes to school regularly. He is always prepared with the school supplies that he needs for the day. He enjoys reading, either independently or with a partner. Shawn does well with answering open-ended questions and discussing information about what is being read, but, when he needs to answer questions on an assessment independently, he does not always perform to his potential. He has been taught reading comprehension strategies (i.e. RUNNERS, annotating, rereading, underlining key words, asking questions, making connections, visualizing etc.) and he uses these strategies when he is reminded to help him answer abstract comprehension questions. Based from the CORE Reading assessment given on February 19, 2016, Shawn is reading
He is undaunted by his errors and unafraid to tackle unfamiliar words. He reads quickly and, for the most part, accurately and seemed to thoroughly enjoy reading as well. For the most part Hunter is a strong reader, but there were a few instances where he was not properly following the rules of punctuation. His speech would continue where a period would indicate that he should pause, but this only happened once or twice and did not have a major effect on his overall ability to read the text. Another weakness that I observed during the assessment is Hunter’s reading comprehension and inquiry skills. The book was talking about what an instinct was, and, in some cases, Hunter understood what this meant. He was able to tell his teacher that instinct is “something you are born knowing how to do”, but later he stated that the author wrote the book to tell us “which instincts we were born knowing how to do and which we weren’t”, indicating that maybe he did not fully understand everything that he read. Also, when asked to deepen his understanding of the text by discussing different instincts, Hunter struggled slightly in relating the questions posed to him to the actual text. He talked about dogs and cats and things they liked to do, but he wasn’t very confident in giving specific examples from the book that he had read. He could quote phrases from the book but he struggled to apply it to questions outside
My greatest area of strength in assessment literacy is during the test administration, because I believe I do a wonderful job providing directions for the students, I monitor students and watch them to make sure they are not cheating with each other, and I make sure the testing environment is conducive to high achievement. When my tests are distributed to my students, I make sure to read the directions of each section of the students and ask my students if they need any more clarification on the section directions. If students forget the directions while the test is taking place, I make it a point to clarify for them in private and then announce to the class a reminder for each section. This usually happens when I monitor my students during the testing session. I make sure that I am visible and mobile inside my classroom. I want my students to do well on tests and gain confidence that they understand the concepts being tested, but I want my students to be self-motivated and self-reliant and to not look to their partners for the answers.
The event that I attended for the interpreter observation requirement was an event that occurred in the classroom and took place in order to provide interpretation for a guest speaker, Richard McGann, who was Deaf and blind. The event was held at the University of Pittsburgh during the Intro to Interpreting American Sign Language-English class taught by Jessica Adams on Tuesday, November 10th at 5:30PM and the interpreted lecture took place in a typical classroom located on the third floor of the Cathedral of Learning. The classroom used for the guest lecture was the same room that the class meets at regularly, so there had been no special modifications made in order to accommodate the
So, how does a preservice teacher learn to do that? Same as with any other skill - practice. And talking with and observing colleagues. And taking classes.
Kevin seems to enjoy the guitar and continues to be actively engaged in classroom activities. Presently, we’re working on keeping a steady beat while playing different strumming patterns (beat/rhythm discrimination). I look forward to working with Kevin in the second half of the school year.
The class that I observed was a special education class. I chose to do this because I feel sometimes we as counselors lack the in support special education. So I wanted to be an outsider and a future counselor to observe to see what I know and what I can do. The staff that was present during this observation was Gerado Lara. I was observed that classroom for most of the day, from 9:10AM-2:00PM. In the classroom there were about 10 students all of the students had variety of special needs. There wasn’t a subject specifically being taught but Mr. Jerry was working with his student on his verbal and communication skills. My overall perception and feelings is that these kids need more help than just an aid or a teacher. They also needed
In my practicum assignment I was able to observe at the Alamo Elementary School in Alamo, Tennessee, which was in a rural setting. I observed Mrs. Anna Pope’s fifth grade class for eight of my practicum hours. Mrs. Pope would teach her homeroom class reading and social studies, then they would switch halfway through the day and she would teach the same lessons to Mrs. Lilly’s class. Mrs. Pope’s first group of students had sixteen girls and eight boys, and her second group of students had fourteen girls, and ten boys. Through observing Mrs. Anna’s fifth grade classes I was able to see overt routines to gain or sustain students’ attention, teacher modeling or explicit step by step directions, classroom climate regarding risk or challenge, and
Classroom Observation After fifteen hours of classroom observation, I look forward to being a teacher even more than at the beginning of this semester. However, there is a lot more to learn about the profession of teaching. It is very different than what one might anticipate. Everything I have learned up to this point has only made my future as a teacher more concrete, and more exciting. There are many reasons I want to be a teacher, and these will be discussed in this essay. It will also cover personal experiences, such as disappointing and exciting moments in the classroom. Lastly, this essay will discuss the Danielson domains and professional dispositions and how they are used in the Port Louisa school system.
I completed my observation hours at a local middle school. I shadowed the math inclusion teacher for the sixth through eighth grade. I was able to observe three different classrooms and many different forms of instruction. Observing these three different classrooms gave me an insight to what a successful classroom management plan should be. The overall atmosphere of the class begins with the teacher’s attitude and how they approach learning. An effective classroom should be organized, efficient, and valuable class time should not be wasted.
When I first walked into the classroom, the teacher was standing on the carpet with the students. There were interactive videos playing on the smartboard, and the teacher was moving along to the video with the students. The teacher was saying things like; “keep up the good work” and “I love your dance moves.” I first interaction the teacher had with Lexi was when she wanted her sweatshirt off and needed assistance. The teacher observed that Lexi was in the process of taking her sweatshirt off and asked, “Lexi do you need help?”. She shook her head yes and the teacher proceeded to help her remove her sweatshirt. After this, the next interaction happened five minutes later once all the videos ended. The teacher was asking certain students if
I have observed my master teacher’s classroom for three weeks. Based on my observation of the classroom, I believe that my master teacher’s teaching style is student-centered. I would say this is true because students have a lot of freedom in the classroom. Students have a lot of opportunities to socialize with their peers in the classroom. The noise level of the classroom is uncontrollable. During the HR announcements on PA, students are very loud, and they become out of control. No one listens to the announcements on PA, and they socialize with their peers. In addition, when students are not explicitly assigned to activity, students engage in conversations with their peers. Teacher usually does not address an issue about noise when students are not explicitly assigned to an activity. The noise level of the classroom is a result of students’ freedom in the class. Students chose their own seat from the beginning of the year, and students talk too
I observed four very different classroom for my observation hours. The first classroom I observed was a high school culinary class. I stayed for the entire day because I wanted to see the difference between the periods and the different levels of the culinary students. The first period of the day at cypress high school is called check and connect period I found this to be very interesting because the way this program works is students are assigned one teacher and they keep that teacher for the entire four years of their high school careers. So every day they start off with the same teacher for four years, this is to establish a connection with the students and would call under the category of TPE 8 learning about the students. The reason for this period is
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.
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.