There were many positive and negative aspects I observed in the class. The positive aspects were that Mrs. Magallan gave me several tips on how to teach her class. Consistency and clarity were most important for the ESL students. Also she told me to not be nervous because I was the students would notice and feed off of that. Mrs. Magallan also never tried to takeover the lessons for me even if some of the children would get out of hand. Since we were not allowed to discipline the students and some would misbehave during my lesson she or Ms. Cristina would take them out. The last lesson we had a new student who misbehaved and interrupted my lesson several times. My lesson was a story and I would pause and remind them to be quiet but this particular students was not cooperating so he got taken out the of the classroom and got a talk. I was so thankful for the teacher and assistant to take control very quickly without causing a distraction to the other students. Some negative aspects were that they were a grade level below the curriculum but I adapted and modified the lessons. Also several times my cooperating teacher would leave the room during my lesson which was in the handbook of not to do. There were a couple a times that I did not get to observe my cooperating teacher teach because the class had elective classes. Another negative aspect...
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...eacher used kinesthetic learning techniques (page 35, p. 5). Mrs. Magallan would teach the students a lesson on the carpet. When the lesson was completed she would send the students to their seats and have them do an activity or teach another lesson. After the lesson at their desks it was back to the carpet and would alternate as such. It kept the students busy and engaged, they were engaged in a perfect amount of time to keep their attention span. She made everything tactile and physical which I know is important for their grade and age. The actual lessons that would be on the carpet were usually visual. They had a letter and number for each day which Mrs. Magallan would write on the board and have students come up and draw ticks for the number, color in the number of squares, and even draw an image for a word that started with the letter of the day. (page 35, p.4).
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