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Classroom Environment And Management Video Analysis

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Classroom Environment and Management

A.
1) I observed video # 0163 Subject: Health, Grades: Early Adolescence through young adulthood (11-18+) Entry:3-Establishing and Optimal Learning Environment. In this video I observed a class of 6th grade students in a Health class. The lesson the students were learning was on drug awareness. In this video the teacher was very effective in managing classroom behavior. The teacher noted in her teacher commentary that her class has some students with Autism and Attention Deficit Disorder. She also mentioned that this class was the last class of the day . Due to this being the last class the students are often tired and reluctant to get started. During this video some students seem easily distracted …show more content…

(See above for video information) The teacher in the video has all her stations set up before hand, with the required materials needed for each station. The teacher clearly states the directions, goals and desired behavior that is expected during the station work. The teacher has a poster at each station with reminders for the students. The poster states what the expectations are. For example, everyone has the chance to speak, no one should be interrupted, and everyone should be respected. The students move smoothly through each station as they have clear instructions and prompts to help guide them. The teacher actively observes and engages with the students during the station work. This guidance helps keeps distractions at a minimum. In order for students to be successful in the classroom it is important that a classroom is well managed. The teacher in this video clearly demonstrates what it is like to run a well-managed …show more content…

I observed video # 0002, Subject: Mathematics, Grades: Young Adulthood (ages 14-15+) Entry:3 Instuctions Analysis: Small Group Mathematical Collaboration. This video stood out to me as a classroom that could use a more structured classroom environment. In the video the teacher notes that the school is overcrowded and due to this they do not have an actual classroom. They move around between the lunch room, art class and the music room. On the day of this video the class is in the music room. The room is tiny and over crowded with musical instruments, The class consists of 21 students so this crowded environment is less than ideal. The students seemed frustrated and bored in the video. The teacher was walking around observing the class, but provided limited commentary. At one point in the video I saw the teacher say to the student “no, no don’t, don’t as she was shaking her hands. The student in the video then seems discourged. Other troubling issues I find with the management of this classroom is that this is an Advanced Calculus class. The students are trying to concentrate and study a very advanced form of Math. They should clearly be in a more structured environment. In the teachers defense, if there is classroom overcrowding, she cannot help where the class is taught. However, I feel that she could try and adequately prepare a more structured and controlled lesson. A lesson, that can work around the environment in which they are provided. Sometimes, less than ideal

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When reading Chapter 5 “Craig Seganti on Taking charge in the classroom”, the overall chapter was interesting when it comes to managing a classroom. As a teacher, we want to be able to control the structure of a classroom, but at times is unable to accomplish the task due to our student’s behaviors. At the beginning of the chapter it states a productive classroom may have difficulties but it is the way a teacher present themselves along with the rules of the classroom determines the outcome of the student’s actions. When presenting to the students the rules of the classroom, the teacher needs to present the rules on the first day of school and have the students sign a copy to ensure they are aware of the information. When it comes to the

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In class, I observed a lesson on___________. Class started with a warm-up, and then moved onto the learning expectations for the day. It included a short video, some shared examples, and some questions and answer time. Some students use counter manipulatives, while others work on problems. Everyone was working on activities at their level while Ms. Pomphrey and her support teacher circulated the class coaching and helping students.

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The students were very much involved in the learning process during this video, and were able to draw conclusions on their own. I like that they were rewarded for their positive behavior and how creative movie minutes are! Bedley also did a wonderful job at maintaining the classroom during group activities. The class was always on task and was able to come up with multiple options to reach consensus.

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So they will move around or get in groups and do an active. The environment in the classroom was very friendly and open. The desk were like in the middle of the room. So it feels like you are not left out.

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In the regular education classroom these students were very quite and the only time they would talk is if they were asked to. Occasionally they would misbehave in class but that was their way of getting attention and a way to tell the teacher they had no idea what was going on. I enjoyed seeing these students in both settings because I got a sense of who they

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718 Words | 3 Pages

In the beginning of the film, a math teacher lets many students solve one problem on the board and the students learn more than one technique and see mistakes along the way. This way students are engaged and the teacher is there to observe and tell them what’s wrong rather than the teacher lecturing the whole time. In addition to students learning from their mistakes, there were three other things that got my attention during the film. I was shocked to see that they have small class sizes.

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Furthermore, she does not understand why, if she behaves in this manner consistently, today was different. The bell had not rung for class to start, yet her teacher removed her still. It was explained to her that STAAR prep would be administered and that the teacher did not wish to have any interruptions because it was such an important concept to learn. Why, then, kick out five students to teach the rest of the class such a vital lesson? If the subject was so valuable, then the students should not have been ushered out.

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1011 Words | 5 Pages

Students were probably stressing and didn’t get enough rest. Students were stressing and second guessing. Everyone has stress in there life even adults, elderly people, even young kids. People have many problems they go through and have to over become. Students could be having problems at school with there grades, maybe being picked on at school, maybe even family problems at home for an example a family member passed away or your parents are getting divorced and which that is hard on the entire family espically there kids

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The last component of Charlotte Danielson’s Framework of Teaching involves the classroom environment. The first major part of classroom environment is making sure that students are engaged and on task. Mr. Speicher does a great job at keeping students engaged in his classes. He will often ask his students about the extracurricular activities outside of his classes such as the school play, wrestling matches, swim meets, and many other events as well. This demonstrates that he shows care and respect for students.

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This particular class was made up of around 40 students, and is located in a room about 3 times the size of a normal classroom. This made for a classroom with tremendous potential for rambunctiousness and plenty of distractions. What I was pleased to see, however, was that the students had been taught from the onset of the year how they were expected to behave throughout the day, regardless of what they were doing or where they were. In fact, on one of the days I was in the class, Mrs. Watkins was gone for the day, leaving Mrs. Cummins with 40 students all by herself. To be honest, I was nervous for her to begin with, but I could see in no time that she had no intention of having any trouble that day.

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Her classes contain around 10 to 15 students. They are much more than just students. There people all the way from Germany here. There is also a “student” here that’s not a human. It’s a hummingbird!

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U1 AC 2.1 - Explain ways to maintain a safe and supportive learning environment. A number of ways to establish a safe and supportive learning environment is to stay within what is deemed as conventional rules and disciplines. A typical class room layout is rows of desks and chairs facing the front, it is the usual expected layout for learners and encourages them to accept conformity, something as simple as sitting on the chairs facing the front of the classroom is reassuring to the majority that the class is safe. In days of yesteryear the students would be expected to stand up when the teacher entered the room and wait for permission to be seated, thankfully those days are in the distant past and now it is acceptable to remain talking until the teacher is ready to begin class.

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833 Words | 4 Pages

Classroom management plays a big role in a student 's classroom achievement because it is an essential part of the teaching and learning process. It refers to the methods, strategies that the teachers use to maintain a classroom environment that results in student learning success. Classroom management is also a process of organizing a conducive environment for the students, student’s engagement, and involvement and classroom

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Also, I could see how exhausted and tired they are right after teaching one class which is the classroom

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Classroom management is directly tied to the level of students’ involvement and academic achievement (Kirk, 2010). Behavior management focuses on decreasing the amount of time students display disruptive behaviors so students can achieve academically. There are three effective strategies for effective classroom management. They include, proactive classroom management through praise, consistent consequences and punishments, and positive interaction between teacher and students (Kirk, 2010). Teachers teach students their behavior expectations by teaching them to follow a set of specific rules so they are aware of their expectations in the classroom.

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