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How To Write A Classroom Observation

713 Words3 Pages

For this observation, I observed a sixth grade math co-taught classroom taught by Mr. Deiminick and Mr. Whitzel. This classroom is set up a little different from the normal hybrid by having desks more in rows with a couple of small groups of desks in the back. The students from this class are coming straight from lunch so, they are required to line up outside the classroom in a straight line and be silent before they are allowed to enter the classroom. When the students entered the classroom, they had new seats so the new chart was up on the board and the students were working on finding their new seat. After, the students were seated they were to start the warm-up which was ten questions to review concepts that they had been learning. When the students were done the warm-up Mr. Whitzel went over the correct answers giving the students tips to remember how to complete each problem. After the warm up was …show more content…

They also used their voice to get the students attention as well as to quiet the room. Mr. Deiminick also used a whistle during part of the class to get the students attention and this really worked to get the students quiet and working on the warm-up. Both teachers did a great job of giving positive reinforcement to those students that were working on what the teachers asked them. The transition to different activities took a long time and they were very loud. There did not seem to be a system of how the students move from one activity to the next and there is a lot of wasted time. The students in the class are grouped by mainly behavior and then by physical impairments like vision and hearing. Just like in all other math classroom in the middle school they collect data by using imagine or think through math and the students are required to complete two lessons per

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Cheryl Dobbertin’s Just How I Need to Learn It discusses how it is essential that students should know where they lie, regarding pre-assessments for lessons. I think her article is great and I love how this middle school math teacher implements this station teaching into her classroom. I would use this method of reflecting on pre-assessments in my classroom, because I agree that it is important for students to reflect on their placements in learning. It actually reminds me of students doing a KWL chart on themselves: what do I know, what do I want to know, and what did I learn. Students are honest about not knowing what denominators are, or mixed numbers, etc.

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Then the student had to go over a new lesson, it related to the lesson they just learned, which is to find the domain and range in a word problem. The teacher noticed that many of the students did not like the word problems, so she decided to teaching techniques they can use when they do see word problems. She related this the questions that might be seen in the STAAR. The then had the student practice with a few problems. For the last ten minutes the class had to do their

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Have students pair-share their responses with their partner using partner A and partner B method. Walk around to check for understanding and to listen to student responses. Ask guiding questions if any students struggle to come up with a response. • Provide sentence starters: “Something that can be divided into three equal groups is__________________. It can be divided into three equals groups because our answer would be _____________________without any leftover” Step 6: Ask students to

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Coteaching is a partnership between the general education and special education teacher, which is designed to enhance the learning of students with disabilities. Coteaching is built on a foundation of collaboration and differentiated instruction, so that every student can succeed in the classroom. In the video The Power of 2 by Marilyn Friend we are introduced to instructional approaches, such as alternative teaching and parallel teaching. These strategies can utilize the skills of both professionals and help clarify key concepts. In addition, the video presents us with strategies that should be used less frequently, such as one teach one observe which can limit the effectiveness of coteaching.

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84 Words | 1 Pages

During the observation portion of this assignment, I observed in a fifth grade ELL classroom. The teacher in charge of this class is Anissa Rose. She has been an ELL teacher for many years and teaches students in kindergarten through the 8th grade. This paper will discuss whether or not the students were aware of the class language and content objective, how the teacher instructed the content and language objectives, the type of group configurations, and how the teacher accommodated for different ELP levels.

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463 Words | 2 Pages

Having to open up dialogue using a question and then allowing us to talk about that before a lesson help to provide the teacher a vehicle to show us the way. They provide is the safety if we didn't know the answer one of the other people in the group may know the answer. It provided us support where we could be affirmed in our own abilities.

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1606 Words | 7 Pages

Performance Activity 18: Discuss with cooperating teacher how he/she uses on line resources such as video streaming, You Tube, or even in assessments, etc. to accomplish differentiated instructional objectives that enhance learning for each student. I completed this performance activity at my fourth site visit, when I interviewed Mrs. Corcoran. Mrs. Corcoran uses online resources such as: GoNoodle and math online resource, which I forgot to what the resource is called. She uses GoNoodle, as a way, to allow her students to release hyperactivity and impulsivity. GoNoodle is a dance and sing videos, which the students can see and dance too.

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1724 Words | 7 Pages

On 06/16/15 at approximately 1258 hours I responded to 5538 Regal Oaks Circle for a report of four suspicious black males between the ages of 16 to 18 years of age. The caller, Giovanni who resides at 5538 Regal Oak Circle (NOI) advised the black males were observed walking around the neighborhood and jumping fences. He advised the black males were observed getting into a black in color, 4 door, Toyota Corolla. Giovanni also stated he thought the juveniles were casing vehicles or residence to burglarize. He advised there have been multiple burglaries to vehicles and residences recently.

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Research shows that student learning is mediated by culture, language, and other socially constructed factors; students are best understood in relation to their environment. Emily Bonner’s 2014 article represents the conclusions of a study concentrated on analyzing pedagogical practices of successful mathematics teachers in classrooms with high populations of traditionally underserved and diverse students. The study reports on the general themes and practices of culturally responsive mathematics teaching (CMRT) that have been discovered from several years of data collection from three different mathematics classrooms. “In the mathematics classroom, mathematical knowledge and an individual’s relationship to mathematics are influenced greatly by the individual’s experiences with mathematics, many of which have been framed by teachers” (Bonner, 2014). Grounded Theory was used to gather and evaluate data from three mathematics classrooms in assorted settings, each of which was tenanted by underprivileged and diverse students.

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The first observation was conducted on August 30th at 9:00 a.m., while the student was participating in the special education resource room. The observation took place for a total of 25 minutes. For the duration of the observation the student was seated at a small table working one-on-one with the special education teacher. Along with the student being observed and the special education teacher, two other students, as well as, two paraprofessionals were in the special education resource room during the observation time. One student and paraprofessional were working one-on-one at a small table, while the other student was sitting in a bean bag chair reading a book.

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In general, Mrs. Pollard’s class management during discussions involves a lot of taking turns and if someone talks too much or does not let others answer she will ask them to stop. They know these routines because she set them in place when the class first started. Mrs. Pollard told our observation group that the first classes are important because that is when the rules and routines are set up. Her most common classroom management techniques were eye contact, “the look”, and using student

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The students were fully engaged in the book while the teacher was reading it and then they all counted to 100 together. They do minimal learning outside of what is being explicitly taught at circle time and with the introduction of specific numbers each week. It is very short and students do not have time to really explore math concepts outside of this, as they are not learning centers set up for practicing mathematics, but I think that there should be.

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Classroom Observations Mrs. Canada is the first grade teacher that I observed, and the subject that she was teaching was reading. She had planned well-organized power points and crafting materials in advance, so she was prepared for the lesson. The two times I observed, the lesson that was being taught at both times was reading. Children in the classroom used a lot of previous knowledge for the lesson.

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The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing.

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802 Words | 4 Pages

Student Engagement A good teacher should know how to engage students in learning activities and be able to respond to diverse students needs in the classroom. The classroom observations I have seen these past week has shown me examples of good teachers. In all the classes I observed the students sat quietly and were always ready to raise their hands and answer questions. In my kindergarten class all the students were really into their assignments and wanted approval of their work from their teacher.

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