The grade level of the classroom I designed is mainly elementary school. I identified this grade level because with the lockers being in the classroom, it is likely that the students are in that classroom most of the time and traveling to other rooms is minimal. It also includes a lot of furniture/fixtures which can be found in classrooms of lower grade levels. While some of these things are available in middle school and high school classrooms, they are often built into the walls, so they cannot
As a teacher in training, I have very limited in-classroom experience and depend heavily on the expertise of professors as well as a variety of books and articles published on education. I am convinced that a learner centered approach to instruction is of fundamental importance and that it will inform most teaching decisions I will need to make to become an effective educator. Knowing as much about the students before school even begins will help structure the content material and guide the instruction
Classroom Environment A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback
It was just my luck to be seated in a row chair uncomfortably close to the front. The volume grew, along with the temperature, every second as more students crowded into a classroom, which only had enough space for the population of one class. As the teachers tried to squeeze more people through the doorway, I twisted around in my seat to scan the faces in the room. I sighed internally and slouched down into my seat when I spotted my friends far from my location. I was on my own. I glanced up at
Classroom Management Plan for Day one of class (for grades 7-12) Classroom Procedures Entering the Classroom Students will come into the classroom quietly and in an orderly fashion without running. They will unload their backpacks as quickly and quietly as possible and begin to prepare for the day. End of Class Dismissal Students will be allowed to leave the classroom only when the teacher says so. The students will leave the classroom quietly and in an orderly fashion without running or shoving
experience acceptance. On June 8, 2016, I observed Ms. Pfeiffer 3rd grade inclusion class. Ms. Pfeiffer has 32 general educational students and 2 special needs students. Jayden Smith has ADHD and Jennifer Jordan development delays. Ms. Pfeiffer has the students grouped together by tables. Jayden and Jennifer are not excluded from the seating arrangements in the class and are placed in with the general ed students. The third grade class often uses the easel and smart board that's placed in the middle
Part A From the moment I walked into the classroom, I knew Mrs. Shoemaker was going to be a great mentor to learn from. Mrs. Shoemaker was very intentional with explaining her reasoning behind all of her activities. Working in a fifth grade charter school classroom, there are many differences in instruction than a public school. It was interesting to learn the different regulations that are followed in this environment. To start off her day, Mrs. Shoemaker instructs the class to look over the objectives
teacher and the view of your classroom may have evolved into a more manageable, realistic perspective,” and they were both right. In the first draft of my philosophy, it states that I see myself as a teacher with an “eclectic” view on teaching children. Although I still believe in my “eclectic” ways because it gives the students and me a variety of ways to learn, it has “evolved” into a more specific, eclectic philosophy. For example, I stated that in my classroom the children would be involved
Tacit Knowing and Education How is tacit knowing or tacit knowledge utilized in the classroom? This has been my question since discovering the term coined by Michael Polanyi and reading the excerpt of The Tacit Dimension. I have reflected on my experiences in a second grade classroom and observations of students being able to or not being able to refer to the tacit dimension in the classroom. In rethinking through Polanyi's assertion that "we can know more than we can tell", I will review ways
this 266 page ?true story? about his life as a child wonderfully. This story is an attention grabber and once you start, it will be hard to put down. The setting itself is pretty simple. It starts in what I assume is about a fifth or sixth grade classroom and then falls into the circus. Of course, this is no ordinary circus; it is an ?underground? circus. Since the circus is illegal, it is well hidden. It takes place deep in the ghetto of a city, in an old run down building, where it is dark and
despite his bi-cultural past, he now has realized, thanks to his experiences, that some of the most important things are not “visible” and that he is indeed proud of his ethnicity. The poem begins with a painful memory from the speaker’s sixth grade classroom where he was slapped on the head and commanded to sit in the corner for not knowing the difference between the two words “persimmon” and “precision.” Immediately the speaker’s attitude is that of confusion. The next stanza, however, proves that
Sitting in my third grade classroom we chattered anxiously, waiting for the spelling quizzes to be passed back. My teacher placed them all facing down on our desks, a rather pointless effort when she was already aware that at any moment the room would burst into havoc with yells of "what did you get?", shouting numbers back and forth, and of course superior comments from the students proud of their marks. I quickly flipped mine over and grinned at the 8/10 scrawled in red marker near the top of the
Classroom Case Study: 4th Grade Learning disabilities are very common but despite that fact they are often overlooked or hard to determine often being referred to as invisible disabilities. One main factor that contributes to the confusion of determining if a student has a learning disability is that children develop at different rates and on their own time. When learning students also make mistakes and that does not necessarily mean that a child has a learning disability, students often make mistakes
field experience first grade classroom I have two students who are brothers. Their names are “Bob” and “Billy.” They have been in the same class as one another all four years of their schooling thus far. They were in the same preschool, kindergarten, and now first grade classroom. The boys were always well behaved in their previous classrooms but when they got to first grade everything changed. The turn-up or turn-down card method is the behavior system used in the classroom. If the student demonstrates
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 social child
I still remember my second grade classroom. Not perfectly, but just enough that I can tell you about it. There was something that happened that was horrible, but lucky we figured it out before the real thing hit. You're about to find out what happened. There was tiny chairs, books filled with knowledge, and tiny faces eager to learn. Sitting on the soft rug while eating popcorn for snack, was so relaxing. Open a book, and it feels like the book shoots knowledge right a you, like it’s pulling you
The purpose of this paper is to review three peer review articles on excellence in teaching a first grade class and or an elementary level class. In order to be successful in a classroom a teacher must be up to date with the latest methods for enhancing their lessons and abilities for students to learn. It is important for teachers to have supportive interactions with their students in order for the student’s achievements to be successful. It is also important that teachers provide hands on common
reflected that my progress was satisfactory in all of my subjects, with the exception of cooperating with my peers where I was categorized as being in "need of improvement". I don’t quite remember why I was evaluated this way, nor do I think that this grade had much impact on my admission to college or the way my parents raised me, but I do find myself wondering what the criteria may have been to achieve a mark of "satisfactory." What was the point of this report card? In retrospect, I perceive this
for good grades because it take away their attention and motivation. One reason paying for good grades is bad because classroom problems. Another reason is student would never understand the joy of learning. Last is students would never have the feeling of success. Paying students for good grades is a bad idea because it can cause classroom problems, not understand the joy of learning, also no feeling of success. Students should not get paid for good grades because it causes classroom problems
in our classrooms. Luckily, I was placed in the Leighton Learning Community so I attend Leighton elementary school, right down the road from the college. This is an amazing experience because I am able to spend a lot more time inside the classroom, which also results in me observing many things I would not normally in a regular block two placement. Instead of the standard one day a week for three hours, I spend my entire day at the school on Tuesdays and Thursdays. I am in a fifth grade classroom