ipl-logo

Analysis Of Observing A Classroom-Based History Class

1280 Words6 Pages

Observing a typical classroom-based history class presents the graduate student with a new, intriguing perspective on how to teach the subject of history, but observing a history class that is centered on a discussion over a selection of texts adds a layer of complexity and distinctiveness to the classroom. In a normal classroom-based history class, the professor is responsible for distributing information to the students in a manner that allows these students to retain this information. However, a discussion class differs from this in almost every way. While the professor still takes an active role in the discussion, it is the expectation of the students to actively participate and contribute to the conversation. The class that I observed …show more content…

The professor was effective in establishing her position as head of the class by effectively allowing the students to partake in discussion with each other, but the professor was even more effective in this pursuit by knowing when to contribute to the conversation. Whenever a student made a remark or comment that had little to do with the text, this instructor steered the conversation back towards the text by asking a question that related to the lecture given the class before. This allowed the students to connect lectures to discussion sections, as well as how to tie together analysis with historical fact. Moreover, the professor added to this ethos as head of the class by explaining quotes and passages within the text. This was further demonstrated when the professor pointed out a certain quote or passage and engaging the class about this passage. By allowing the students to add something to the conversation, the instructor gave the students a myriad of opportunities to contribute to the discussion, as well as in analyzing the text. Similar to when conversations were led astray by a couple of students, the professor took assertiveness in steering the conversation back on the subject of the discussion by explaining the quotes and …show more content…

The professor tended to relapse into a long-winded explanation whenever students asked questions about the text or a question of curiosity. This did exhibit a strong knowledge of the material as well as an enthusiasm for the subject material, but class time was noticeably lost because the professor took time to explain certain points. However, when this did occur, and it only happened once, the professor was able to effectively steer the conversation back to the original topic being discussed. All in all, these weaknesses were minor problems in the class, and the professor did exhibit strength in diminishing the weaknesses to make the class enjoyable and worthwhile for the students to

Show More
Related
785 Words | 4 Pages

Jack tries to discredit him by calling a meeting about the beast and turning the tables to say some negative things about Ralph which means that Jack is ignoring the rules of society and going rogue, evil to say in his voice. “Yes. The beast is a hunter. Only-shut up! The next thing is that we couldn’t kill it.

Read More
644 Words | 3 Pages

Three teaching strategies that best address the content and concept of this lesson are observation, Turn ‘n’ Talk, and 3-2-1 Summarizer. First, observing students, while each reads the book, listens to the video, participates in group discussions, and writes a short essay, will show the various multiple intelligences of each student, such as linguistic, intrapersonal, and interpersonal. Also, while being observed, students’ reading, writing, and visual learning styles will be witnessed. The strategy of observation aligns with CCSS by helping all students with reading, writing, understanding, and collaboration and communication skills. The second strategy, Turn ‘n’ Talk “encourages conversation between students about what they are learning” (Dodge, 2009, p. 80).

Read More
1681 Words | 7 Pages

This was due to the fact that her teacher, Miss Schmidt, used to be an expert and didn’t take suggestions from younger students, nor did she seem inviting to students to have them suggest to her their ideas. However, the glorious day came when Miss Schmidt decided to change things up in terms of how she teaches. This time, Miss Schmidt asked Cathy Davidson how she felt and if she would

Read More
492 Words | 2 Pages

In "Crow Lake," the professor becomes fully aware that she is boring her class. Her class, however, is unaware that she knows what they're thinking and is surprised when she changes direction. In the selection "Students," the teacher has analyzed the class and all of their learning techniques. He knows just how each and every student approaches his class and how they think they are being discrete. In both passages, the teacher's years of experience teaching students allow them to become more aware of the students and their intentions than they show.

Read More
443 Words | 2 Pages

Freeman is a diligent teacher who works non-stop to make sure that every student understands the material she is teaching to their best abilities and always finds the time to work with students if they need extra help or clarification on an assignment. For example, just this semester a fellow student feel ill and missed serval classes, causing her to become extremely behind in the class, and worried that it would be impossible to catch back up. However, Mrs. Freeman stayed after class with the student on several occasion to make sure that she had all the material she needed to be able to complete all the missed assignments and to make sure she understood the material that she had

Read More
611 Words | 3 Pages

Instead of wording questions that would hinder or label students, she worded them so that they focused on the best in each student. She was mindful and made sure that she adapted to her students, and not the other way around. This is something that may seem obvious but is not seen happening enough within schools. From my time in college, and from the time I have spent in classrooms, I have always tried my best to ensure that each student is given the right amount of support to succeed and exceed the expectations that they have for themselves, as well as the expectations that have been placed onto them, and to do this in a way that does not overwhelm or discourage their efforts. What this article also made me realize, is that even this spectacular a teacher is still a human.

Read More
647 Words | 3 Pages

Respected students when they made academic mistakes. Stayed calm when class seemed out of

Read More
890 Words | 4 Pages

Stating this, it shows that her experience throughout the years transformed her to realize that her way of teaching is not passing down knowledge to the students. The article demonstrates that she changed her attitude when she had children; who according to the article have different characteristics that showed her that one cannot only teach from one perspective. Understanding her mistakes, she humbles herself to the audience to show that nobody is perfect, and every day is a learning process. The article illustrates, “The ones who do are the ones I used to gripe about: those who went directly to the SparkNotes, who didn’t proofread their papers, and who gave rote responses in class.” (Cohen).

Read More
666 Words | 3 Pages

Slowly, other students made their way into the classroom. As the bell sounded, Mr. Thomas, Manuel’s eighth grade history teacher, stood up behind his desk. He was a large man with a wide face and short brown hair. For the most part, students appreciated his well prepared lessons and pleasant personality. “I would like to introduce a former student,” said Mr. Thomas.

Read More
722 Words | 3 Pages

you remember me telling you that following directions gets you a long way, and look where you are now. " I'm pretty sure Mrs. Epps is tired of calling parents because their child is in the class acting up instead of learning. As I come to a close on my essay, I say that we should stop the conversations in between a lesson and just pay attention until the teacher is finish teaching. When the teacher say sit down or stop talking just do it without arguing with them. Following directions is so important, it takes you a very long way when you do it.

Read More
527 Words | 3 Pages

Few people were contributing to the discussion because on that certain day it was on a voluntary basis. One of them was a Moroccan woman who spoke French, but enrolled in the class to improve her grammar. The narrator paints her as annoying, know-it-all type who was taking it too seriously. “By the end of her first day, she’d raised her hand so many times, her shoulder had given out” – this is how the narrator describes her ceaseless activity (463).

Read More
491 Words | 2 Pages

With Harper-Mercer, he might have taken the professor correcting him positively instead of negatively. In Cho’s case, if the professor asked Cho why he did not speak in class he could have found out that Cho had selective mutism, or the professor could have not forced Cho to speak in the first place. To prevent school shootings in the future, teachers should be mindful of how they communicate with their

Read More
1001 Words | 5 Pages

For my level two field experience, I was placed in a 10 grade Modern United States History class. The techniques I used to involve the students in the class included asking questions during direct instruction, small group discussion, and large group discussion, which included calling on groups at random, if no one volunteers. During direct instruction, the questions asked to the students were about the material they had already covered about the war. For the small group discussions, the students received three questions to discuss. These same questions were used in the large group discussions.

Read More
865 Words | 4 Pages

As a rule, students needed to be nominated before answering. Occasionally, my MT would give verbal compliments (e.g., “Good”), but generally she would rephrase the elicited forms and hurry forward to the next topic. Yet, such “ritualized responses” functioned to judge students’ production of the form regardless of the content (Thornbury, 1996), which might not promote teacher-student interaction. Beyond that, students were constantly concerned about whether their answers would be affirmed or rejected, resulting in constrained

Read More
748 Words | 3 Pages

C. Analysis In this chapter, I will make critical analysis on the results of the classroom observation with my opinion. 1. Teacher’s Classroom Management a. Managing students to pay attention to the lesson According to Warfield (2016) mentioned that classroom surrounding very affects to student performance.

Read More

More about Analysis Of Observing A Classroom-Based History Class

Related Topics

Open Document