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The nature of observation in the classroom
Child discipline
The nature of observation in the classroom
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Post-conference: At the end of the class, I asked Ms. Linda to meet with me to discuss the observation. I thought carefully what I would tell Ms. Linda. Supervisor: “Ms. Linda, I am glad you remembered to enforce the ground rules. I noticed that you reminded Max of waiting for his turn, told Alex to talk to Ben rather than hit with his hand, and asked Jayden and Ben to be quiet in the circle time. It is a good start and I also believe that teachers must be firm with their children. However, we also need to notice our tone of voice and body language while talking to the children. That is to be kind to the children and to remain calm in the difficult situation. It is very important to remain in control in a difficult situation. When the children see their teacher remains clam and in a peaceful way, they calm down easily and are willing to listen to the teacher better. I know it is a difficult skill and takes time to learn and master.” …show more content…
Linda: “What’s wrong with my tone of voice and body language?” Supervisor: “I noticed that you were yelling to these children. Although these children were told what they should do, do you think that they are willing to accept your suggestion?” Ms. Linda: “I haven’t noticed about that. Thank you for bringing about it to me. I think this is one of my weaknesses and I really need to work on
This particular class period consisted of around 3 students, but one student was working particularly just by himself with his teachers aid. Even before it started Ms.Metcalf classroom energy felt a bit off, and come to find out that during lunch one of the students had been teasing the other student. The student that had also been causing trouble had out of nowhere stolen paper clips off of Ms.Metcalf. The other student was not able to stay on task, because he still felt upset from the incident that occurred during lunch. This soon became more of a discipline class rather than the student learning about math, and apparently the "bully" had created pointer with the paper clips that could have actually hurt someone. Soon after Ms. Metcalf had to call the assistant principles to step in to discipline the student, and lost a entire day of instructions due to one student misbehavior. After the misbehaving student had left she went over to the emotional distraught student and began discussing that he should never let people 's words if they weren 't nice and that entire lesson became a lesson on
Student teaching has taught me to appreciate the wisdom of mentors and experienced teachers. There were several times when my field based supervisors pointed my in the right direction when faced with challenges. I recall a student that I suspected to have copied his homework from other students. I stressed that we figure out how he did it but I could not some up with any definite facts to prove he had did so. Ms. Darling insisted that I not worry about it and if he did cheat then it would be revealed on his exam. Surely enough, the student failed his exam miserably. During a teacher/parent conference, I asked him how he managed to receive an A on all of his homework and fail his exam so poorly. To my astonishment the student confessed to having copied his homework from other students. His mother immediately addressed both issues with her child and needless to say I did not have the problems form the student anymore. During my computer Information technology Course, discipline problems plagued me during the first two weeks of student teaching. Mr. Washington, another field based supervisor told me to began calling parents immediately after class. He told me to call everyday if I had to. Surely after a few phone calls to parents, behaviors adjusted quickly. By the end of my student teaching time period, in my opinion I had a model classroom as far as classroom behavior goes.
...en became distracted by climbing; sliding and playing follow the leader on the play equipment. One male student chose to play ball by himself most of the time. After they made three laps it was race time. The teacher let them line up and counted one, two, three and they were off even the younger one joined in this activities. As the children ran the teacher encourages each one by name and they made it to the finish line with smiles and sideways look to see who might be watching. Everyone has a winner in this group. One child had a problem with their perceptual motor skill as one female bumped her head on the wall and wanted her “Mommy”. Once more the teacher was there so quick to see to the needs of this child.
Sean has just been hired as an assistant in an after-school program for a group of 5-7 years old children. After his first day in the class, he was concerned about some of the activities the leader had set out for the children. Sean was familiar with the guidelines for developmentally appropriate practice and though some of the activities were not age appropriate. As an example, the children were expected to read and then follow the directions for a science project He wanted to say something to the group leader, but he thought that maybe he would just quit!
Catalina was observed during the afternoon in her fifth grade classroom. At the start of the observation, the class, along with Catalina, entered the room. Catalina walked up to the observer and said, “are you the substitute for Ms. Taylor?” She then took a seat at her desk that was arranged in a group with approximately three other classmates. Mrs. Carter, Catalina’s fifth grade teacher, asked the students to get out their snacks as she began a math review. Catalina pulled out a snack out of her desk and showed it to a student seated in front her before she ate it. While Mrs. Carter read math answers to the class, Catalina appeared to check her answers, as she wrote on her math sheet. When Mrs. Carter asked the students if they had any questions,
My first observation group was at lunch time, ages 2 to 5 years old. I saw a proper health menu as well as a good routine of washing hands, cleaning teeth and good arrangement of cots. But one of the teachers grabbed her hair a couple times while wearing her gloves and feed the kids at the same time. I wish she could had her hair tide up.
“Well, your kids are banging their fists on the walls and setting a bad example for my kids!” he angrily shouted with a crimson face. “You’d better get over there quick and settle them down or I’m gonna’ call the cops!” “Look,” I calmly replied, “I’ve been assigned to this group of sixty students. Our school has five very capable chaperones already over there to deal with that problem.”
According to Hendrick and Weissman (2010) there are 5 steps to conflict resolution. The first step is establishing a sense of calm. The educator achieves this by crouching down so that she is at the same level as the children and speaking in a calm manner. She does not single out children or make accusations, even when she is told that one child pushed another child out of the way. The next step is determining what the conflict is about and conveying that each child will be able to help find the solution. The educator facilitates this by asking the children for details about the conflict. She asks “What happened? And then what happened? Which side were you holding?” The educator allows each child to tell their version of what happened, and clarifies the details as they go. She asks “Max did you see what happened?” She also asks the children how they think Jacob felt when his hands were pushed off the basket. Once the problem has been identified, the next step is to ask for solutions. The educator asks “How can we get this basket back to the kitchen where it needs to go?” The children then offer solutions to the problem. When solutions are offered, the educator asks if the other children agree and continues until all of them are happy with the solution. The educator does not give the answer to children, but keeps asking questions until children can find a solution for themselves. This ensures the children have autonomy in their decisions (Porter, 2008b). They decide on the solutions because they feel it is fair, not because the educator tells them it is fair. This will enable children to internalise their locus of causality, ensuring that in the future, they will make the decision to behave ethically because they believe it is the right thing to do, not for fear of punishment or in order to earn favour or rewards from adults (Woolfolk &
I try imparting into them the importance of an education and how they contribute to the growth of our society. In my classroom, I am in control. I draw a clear line between what and how much my students are allowed to do in the classroom. In the first week of school, I establish my authority and I clearly and explicitly express my classroom and outside the classroom procedures that will be followed and the rights that every student has in the classroom. Some examples, all students have the right to learn, all students have a right to be heard, and all students have a right to be respected. There are consequences for those that chose not to abide. This set the tone for my classroom environment for the entire year so, that learning may take
Observation and assessment are one of the key components in early education. Observation and assessment is implemented to successfully identify the weaknesses and strengths of the students. There are many ways which observation is conducted. Three techniques to observe are event sampling, time sampling, and narrative.
Patience is the fifth item on the list which all good teachers need to have when it comes to dealing with challenging behaviours of children as well as the early childhood system itself. A good teachers have a long combine for frustration and anger(Colker, 2008, p.4).
The teacher that I observed was Mrs. Cynthia Carney. She is the kindergarten teacher at Greystone Elementary school. As my first time in the classroom, I tried to observe as much as possible. I had a great first impression of the classroom, it is a very positive environment, and the teacher has definitely established a clear routine and rules that the students follow. The teacher did a very brief (5-10 minute) science lesson/introduction to the unit on weather. Although the teacher did not inform my partner and I about the exact objectives for the lesson, it was clear that she wanted the students to learn about making observations about weather. Her objective
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
During observations, I saw a lot of different methods to teach, control, and mold children. Most of the things I observed I liked, only in one class did I see something that made me uncomfortable but even then I was not too unsettled. The classes I observed all showed me applications of ideas that were discussed in class but they added their own twist on to it or they merged multiple ideas to suit their needs and make for a better learning environment.
Through classroom observation I was exposed to the different methods of teaching a lesson. The methods of teaching depends on how will the teacher execute the lesson well. I learned that modern learners today needs both modern and traditional way of teaching as for them to fully learned the lesson in a meaningful way.