I have been doing my student observation at Scobee Middle School with Coach David Ellis. He currently teaches 8th grade U.S. History. Coach Ellis has different approach for each child in his different classes. These approach help him keep the class in order and help keep the students on track. He needs to continually ask his male students to keep on track. They are usually the ones who distract the other students if he allows them. His female students speak to him with ease and will ask question more easily than the male student. Usually when he ask if anyone has questions, this is when the male students will ask. He also calls upon students who are listening and writing notes but will not give notice to the ones that are talking or making
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.
Some examples of ways to teach history to students is to keep them involved. The NCSS recommends techniques such as holding debates, small group and class discussions, projects, and simulations (pg 2). All these examples require students to apply their critical thinking skills and develop them further. By teaching different historical perspectives and events, you are helping to change the mindsets of young children in a healthy and beneficial way. According to M. Donovan and John Bransford, there are six ideas, or concepts, that teachers need to cover when they are teaching a history class that can help give the students a better sense of what history is all about (pg 41).
The group that I chose to observe consisted of four members. Three of the members were part of a family, including the mother, the older sister, and the younger brother. The fourth member I soon noted was the older sister’s friend who had tagged along. They had all come to Culver 's later in the evening to get ice cream a little after dinner time. As soon as they had found their table and sat down the mother had asked the three children what they would like to have.
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.
The period of time that I will be reviewing is coming from Mrs. Porter’s first and second grade ELL classroom. Pseudonyms will be in place for all students and teachers present in this description and story. On this particular day I was to help out at a literacy station. Stations are a regular routine in this classroom for all subjects, and the students really do enjoy this part of the day. It breaks up learning into different activities that are both individual practice and group work.
On the sixteenth of November, I observed the Eastridge High School Concert Band, under the direction of Mr. Jeff Hoffman. It is important to mention that the piece being rehearsed have been worked on for around a month and a half, with Mr. Hoffman around half the band for forty minutes a day. The concert was a little less than a month away. The rehearsal, which began at seven-thirty am, started off on a great note.
On 10/6/2015 an unannounced inspection was conducted accompanied by Tina Freeman. We were greeted by Heather Boutross the director and stated my purpose of the visit and explained what documentation I would need to complete the investigation. A complete walk through of classrooms and playgrounds was conducted. In the infant building all classrooms were empty as children were outside on the nature trail or under the pavilion. Outside in the pavilion was a class of six 2 years old children with two caregiver Regan Manny and Briana Ledbetter.
Theorists, Freud and Piaget saw middle childhood development as a time when children grow rapidly from their preschool years to acquiring dramatic changes that leads towards their adolescent years. Erikson, another theorist, saw middle childhood as a time children moves from a home environment to a school setting that robustly influence their development. This is the time when children learn to cooperate with other adults and peers and when they are less egocentric. Erikson staged middle childhood development between the ages 7- 11 years old and others claim this stage between the ages of 6-12. These are the times when children experiences success or frustration and acceptance or rejection.
During a science observation, which the teacher was absent for, the class was expected to complete packets based on readings found online and provided by the teacher. During observations Alex did not complete the work expected. During the first observation a 1 minute whole interval time sample data collection method was used to assess if Alex was on-task at the end of the interval. Alex was off-task 100% of intervals.
During my time at Pine Meadow Elementary I volunteered with Mr. Hager, a physical education teacher. The gym is shared with the other physical education teacher Mr. Severson. The gym is fairly large with a large blue line that runs along the outer edge of the gym. The children follow this line when they run or sit on it when they first come into the gym. I volunteered from 10:15-11:25 Monday, Tuesday, Thursday, and Friday.
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.
9. Model successful student behaviors. 10. Indicate you are listening (nod, “oh, I see,” “hmmm”). 11.
I remember as if it was just yesterday, the day I was invited to STARS. It was a club, or experiment, as the administrator had called it. The whole eighth grade was watching movie that day. Since it was PG 13, we all had to get a signature to watch the movie, and to be frank, I find the movies picked by the school rather uninteresting. I actually forgot to get my mom to sign my slip, but when the time came to turn in the slip, I bluntly raised my hand and told the teacher that I wouldn 't be able to watch it.
A few techniques can be adapted, namely field notes, running records and miscue analysis, and checklists and observation guides. For teachers with strong observation analysis skill, observations strategy can be useful. Instead of through observation, conversations strategy is another way to help improve students’ performance. Through conversations strategy, a teacher may directly ask a student for further clarifications instead of judging via observation. The conversations strategy can be conducted through surveys, interviews, and/or conference.
I chose to go to Kidz place childcare to do my classroom observation. The staff was very friendly when I walked in and the children was already comfortable. I sat in the back of the classroom and every now and then the children would have a conversation with me while they was active and they included me in their group time sing along.