1. Mrs. Carroll began class by passing out a worksheet for the students to work on both sides to complete before the end of class. They were learning Figurative Language today, such as the terms hyperbole and personification. While she teaching them, she had me grade their Bellringers and worksheets for the last three days. She hadn’t kept up with their grades because she was facing personal issues at home, so she asked me kindly to grade them for her. Since I couldn’t do anything else that day besides observing, I complied and finished paperwork of grades for her that took up two class periods.
2. This was a completely new subject for them, and I can tell from their faces, they have not come across this topic before. I think they were also taken completely off guard when Mrs. Carroll lecturing them this long. They didn’t expect her really pressing the matter on them
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This was the first time I had seen Mrs. Carroll lecture more than half the class period. This teaching method is not common in her classroom, since she is a big proponent of student-centered instructional strategies. She believes that using these strategies this will help students learn faster, but today she used direct instruction. It was a new subject for the students; they had never come across Figurative Language before. Mrs. Carroll wanted to make sure all of them understood the vocabulary and its definitions. For example, students were getting confused with simile and metaphor. Mrs. Carroll had to clear things up for them. 4. Mrs. Carroll is not exactly comfortable using technology, but she used a PowerPoint presentation that inspired me when I taught the students for one day. A short video engaged the students as an attention getter, and they enjoyed the slides and photos although Mrs. Carroll talked the whole time. I think she felt bad that she has to lecture the whole time, so she decided to use technology she rarely handles to make it up for the students.
Affective