In the classroom I am observing in I have watched how the teacher and the students start and end their day by following different procedures for ex: attendance, portfolios, grades, and class rituals like morning meeting, transitions and end of the day procedures. All of these procedures and rituals contribute to the classroom culture and are parts of instructional practices. So when the students come first in, in the morning they have morning circle where they do attendance, weather, lunch choices, how I feel today chart and much more. Each student has a job during morning circle which rotates every day so not every student has the same job. So attendance is kept and done at morning meeting everyday which is important for the teacher to keep …show more content…
Another ritual that is done is the sharing of space in the classroom. This is important because by learning to share space with the teacher and students it teaches them social and behavioral skills. There have been incidents where students don’t share their playing space with others or class materials. It is so important to discipline students who have issues with sharing because in life you need to share with others and learn to be nice and respectful about it. 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. Then they are asked to put their chairs up on their desks and after that they are given their homework for the night which they put in their folders to take home. After that they wait for the announcement to go outside for recess and then after that they are …show more content…
In all my classes my professor keeps track of attendance by going around the room and calling our names and making sure we say here. With grades they keep track of them by posting them online on Plato and giving back tests or assignments in class. For literacy assessments we have assigned dates where we take these which can involve reading or writing. For shared space we make sure during class to share our tables for group work and the way we transition through the day here is when we change classes and go to the next
“Educational practice is necessarily based on the assumption that students are willing to engage in educational activities that they will lend their cooperation and support to the process in their education. Students who do not offer such cooperation, who are unmotivated, present significant challenges” (Williams and Ivey, 2001, 75). High school school-children show the most trouble with cooperation and motivation; they only have a few more years of schooling and for some pupils that is the end of their education. That was one of the main reasons why I wanted to observe a high school classroom; the other main reason is because I have actually considered teaching high school grades. I observed Ms. Edith Stone and her Algebra II mathematics classroom.
Effective practices such as INCLUDE, allows teachers to accommodate more diversity in their classrooms. When teachers have the mindset of accommodating their classrooms, they reduce the need for making more individualized adaptations, unless necessary for particular students. The most important aspects to maintaining an orderly and effective classroom environment are organization, grouping, instructional materials, and strategies to promote successful students.
Twenty-four children were observed for this study. Half of the children were male and the other half were female, all aged between three and four years old, and enrolled in a private southern California preschool that is located on a private college campus. They were all part of a racially diverse classroom, which I drew from in a manner that allowed for a representative sample to be derived.
On April 14th, I got the opportunity to observe Mrs.Osborne's 11th grade AVID class and her 12th grade AP Government class. Mrs. Osborne is a social studies and AVID teacher at Reynolds High School. She has been teaching for 33 years. In the classroom the desks are set up in rows facing the front of the room. Mrs.Osborne's desk is placed in the back corner of the room. On the left side of the room there was a white board and on it written out was each classes learning objective of the day, the days agenda, and what the homework for the day is. At the front of the room students grades are posted by student ID number on a board. The left side of the room had labeled drawers with supplies.
The classroom I observed Tommy is in has about 20 children and two teachers. The age range for this class is between 36- 48 months and Tommy is 47 months. The purpose of this observation is to assess the child to see what appropriate skills based on their age they are able to accomplish. If children are struggling to meet the appropriate brackets the teacher is to set goals that are to help the children become successful and accomplish the goals. In this paper I will be talking about the Carolina Assessment Log and what SMART goals I think may be appropriate for Tommy.
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.
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
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
Two of the classrooms simply had the desks in rows, and it did seem to work for those particular classes. The eighth-grade teacher had her desks grouped together into twos, so that each person had a partner. This did seem to work for most of the students, but I heard one student complain several times because he did not have a partner. He did become a distraction to the entire class on one occasion due to the complaining. All three classroom setups had easy access to the door or other class areas and the teachers and students could move about easily if needed. The teachers all used promethium boards which were in the front of the room. Google tablets were in the back of the classrooms in an easily accessible area. Through my observations, I now understand that creating an organized, efficient classroom is essential for student and teacher
In a Grade two classroom a teacher has incorporated a show and tell session each to provide the students with the opportunity to share their current interests and knowledge on topics of their choice, promoting student-centred learning and social interactions within the class (Biermeier, 2015; Blaise, 2011). Today is Eliza's show and tell, the teacher approaches Eliza's parents at morning drop off to see how Eliza and the family are settling into their new home. With consideration to Bronfenbrenner’s (1994) ecological systems model, the teacher understands that mesosystems are the connections between each setting that includes the child, school, and home and that these relationships have an influence upon a child’s learning. During her conversation with Eliza’s parents, the teacher is informed that over the weekend Eliza found a cat skeleton underneath her new house and she has proudly brought it to share with the class. Whilst being shocked at Eliza’s choice of show and tell, the teacher
There is a bulletin board on which the teachers have displayed all students written work. Displaying students work on a bulletin board sends message that the teachers value student’s work. Displaying student’s work encourages students to learn. It tells them that its ok to be messy and that the mistakes are part of learning. Along on the bulletin board, students’ names are displayed on the classroom door and on other work is displayed on the classroom’ closet doors.
In order to see what it’s like to teach in a school setting, the proficient way of doing that is to go observe a teacher with students in a classroom. In my case, I‘ve spent twenty-five hours throughout this semester observing three math teachers at Bayside High School located in Queens, New York. To be considerate of each teacher’s identity, I’ll be referring to their names as Teacher A who teaches geometry, Teacher B who teaches algebra, and Teacher C who teaches pre-calculus. I’ve taken extensive notes on the diversity of students, the issues of poverty, the methods of how teachers present information along with managing classrooms, and their expectations of their pupils.
...th different personally and different learning styles can be very difficult. That is why it is important for a teacher to be organized and keep a clean and safe classroom environment. It is also important to develop some type of structure, staying on the same schedule on day-to-day activities. If you notice a child seeming down on his or her self point out positive strengths to try and changes ones mood.
Attendance is a crucial aspect of a student’s education. When a student is tardy or absent, this interferes with them receiving the information given in class. Class introductions that include instructions, objectives, due dates, etc. may be missed if a student is tardy and if a student is absent, they may also get behind on their class work and homework. Communication between teacher and students about the classroom management procedures for these two things are important so that students are informed and are able to take the initiative to gather what they have missed which can help avoid them falling behind. If tardies and absences are frequent, a teacher may begin to be concerned and question what could be the possible reasons behind it, whether that be an outside force in a student’s life or something that may be happening in the teacher’s own classroom. Establishing a relationship and reflecting upon oneself as a teacher to why the class might be having
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.