Field Observation In An English Language Arts Classroom

Throughout the time from the beginning of the semester to now I was placed in an English language arts classroom rather than being in a math classroom to observe. I won’t be placed in a math class until the following week, but I still can relate some of the observations I’ve made for field placement to the SMP’s that we were taught in class. During the class my supervising teacher practiced tactics that not only managed the classroom behavior, but also learning. She was nice enough to include me and two other Bowling Green State University students to lead small groups. After the first week we asked the teacher exactly why she wanted those specific students in the classroom in the small groups. Ms. Gilliland told us that they were the students who needed a little extra help with reading and using context clues, making predictions, and

The teacher was able to pick the groups by telling who was struggling with their assignments and quizzes and who works best together. The students were able to help explain to each other why the answer was and I was able to observe these thoughts that they had and encourage or push them in the right direction that’s closer to the correct answer. Even though this was a language arts class, it puts me in mind of standards of mathematical practice 6, attend to precision. I think this way because the students were able to talk to one another about their different ideas to answer the question and they are able to build off of one another. They were able to communicate and see if they understand each other’s thought process, question each other, or even support one another if they agree. It wasn’t necessarily mathematics that they were discussing, but I could easily see these same students working in a math class the same way if the student was provided in this