teacher and her students in an observation I did in a false beginner English as Second Language (ESL) class at the University of Texas. The purpose of this report is to reflect on the teacher’s teaching strategies and class environment in relation with what I have learned in my Teaching Methods class. Throughout this paper, a variety of students’ and teacher’s behavior will be discussed that will be analyzed in the reflection section. II. Before the Observation After I arranged a day
points about the assignment and then review any changes that needed to be made. Mr. Jones would then wrap up the conversation by describing more positive attributes about the task. The one thing that stood out the most to me in Mr. Jones’s classroom management style was that he clearly had established relationships with the students. When I walked into the room I had a lanyard from the University of Oregon. One of his students asked me a question about the sports teams in Oregon and Mr. Jones
workings of a classroom, always provides a unique experience. Each teacher does her class a little different. There are so many different standards that must be reached and so many different opinions on the best way to meet the requirements. Experiencing the differences in each class helps me to develop my opinion and ideas on what I want to see in my classroom and how I want to handle my students. I work at United Methodist Church’s child development center/ preschool. I did my observations there. I
Two days ago Mrs. Rice's class was outside looking around. Some people in her class saw something that looked like bone. They didn’t think much of it so they went and told other people in their class what they had seen. A few minutes later someone else in their class named Tyson went to go see if it was a bone. Then he picked it up and brought it over to show Mrs. Rice what it was that they had found. Thats how it all began. After he showed her the class went over to where the bone was to see
Classroom Observation I officially began my career as a student teacher in Spanish on August 25, 2014 at Memorial High School in Smallville, Ohio. I work under the guidance of Mrs. Santer, my mentor teacher, who has been introducing WMHS students to the wonderful world of languages for over 30 years. This year Mrs. Santer is teaching various levels
Classroom Observation When I arrived at Casey Elementary School I was sure that kindergarten was the grade I wanted to teach. After my observation was done I knew that a higher grade was more appropriate for me. Working with such young kids at a close proximity had given me a better perspective of what grade and age I would be most beneficial
nature of students, I think about how the students behave. I believe that the behavior of students as a group reflects eclecticism meaning that every child behaves differently although every behavior can be integrated. While doing my observation in a second grade classroom, I have met students that are extremely social and active as well as students who are rather quiet and reserved. Usually when an extremely social child is seated with a quiet child, the quiet child will not say much so the extremely
material in small groups, during class discussion they learn more from the dialogue itself and from recurring examples. There is an important "learn-by-doing" component--suggesting that what is learned (if learned) will be more permanent. Students report that they invest considerable time in the course--probably the major reason they are learning more material. So motivation is key. It appears that the most significant factor is intra-group accountability. They respond to "peer pressure" and to the
Classroom Observation INTRODUCTION 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
These observations were made in three collegiate ESL courses during the semester, a Writing Class, a Grammar Class and a Reading/Discussion Class. Writing Class This class was mainly teacher-centered. The teacher explained the agenda, reviewed a feedback survey, and then led the next activity which lasted about 1 hour. Even though she elicited student participation, she facilitated the discussions. As the class discussed each student's essay map on the overhead, she asked students to critique