There was sound from the back who were “the People” who sat in the back and talked, ate, and actually paid attention when they only wanted to. “The People’ were yelling at Mr. Castor, so he told Norma to teach sonia. Norma is so smart that she explained the math problem in a easy way to Sonia. Now sonia can do homework and then she won’t be yelled at by her father for not learning the math problems. Norma was a mathematical genius who was the only one that would talk to the Pip squeaks sitting in front of the class.
It was 1:00 pm when I arrived at Wanamaker Elementary School. Patiently I waited outside the door. When I was finally let inside the classroom, I was welcomed by a mixture of bright smiles and blank stares. Mrs. Stark then introduced me to the class of twenty third graders. After she introduced me to the whole class, I quietly made my way to the back of the class.
School officials should attempt to build consensus to the greatest extent possible that reflects the community’s values and desires.” (Essex, 2004, p. 36). While Sean was busy working with other students the teacher discreetly picked up the beanie and then moved to the front of the room and plopped it into the trash bin, to which I was seated behind. She then moved to her seat and started to do some work on her laptop briefly after throwing the hat
On 3/29/2016 I spoke with Leahanne Garcia at the operation. Leahanne stated she has been employed at the operation since May 2015 as a Teacher assistant. Leahanne stated on Wednesday (3/23) that the children had just woken up from nap and Andi was leading circle time, while she was moving the block center shelf back to its position. She stated the children had started to get up from the rug for center time when she heard Andi yelling "get up, get up" and was yanking Isiah up by his arm. Andi then started telling him "you will listen to me" while pointing a finger in his face.
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.
All students were eating something in class for their breakfast including two of teacher assistants. Two of teacher assistants were sharing a bag of hot Cheetos. Many students were interested in the tempting looking snack hot Cheetos rather than an animal cracker that they got from Ms. B. Teacher assistants refused to share their snack with students and I believe that it was because the hot Cheetos is not good for children. Ms. B called her class and asked them to sit on the alphabet
Teacher elicits the Study 3 Teacher gives worksheets and makes the students write the sentences about the pictures using present continuous (pair work).Teacher also presents the example sentence on the board. The example sentence is “ She’s getting up in the morning. “ e.g. The picture describing the woman getting up in the morning ( get up) The answer would be “She’s getting up in the morning” e.g. The picture describing of people exercising(exercise) The answer will be “They are exercising in a gym.” Teacher checks the answers and provides feedback.
All of the students were learning reading during the time that I was there. The reading lesson for this particular day was poetry. The teachers were explaining the parts of a poem to the students. They were labeling the stanzas, lines, and rhymes throughout a poem. Mrs. Moore’s classroom was set up with all of her students in groups of four.
After three quarters and over six months, I was able to go to an in depth interview with the teacher of the classroom that I peer tutor. Mr. Kanna the U.S. History teacher for juniors, has been working with me in order to help spread the knowledge further for the entire class. My role in the class is to help out the students in the classroom on any questions they have for U.S. History. Over the months, I have gotten into a routine, in which I help anyone who has a question for the home/classwork or to connect an event/person of the past to today or to be there for moral support in the class. I have personally take great joy in helping out the students in any way possible.
A twenty-minute systematic observation was conducted during reading. Andrew exhibited on-task behaviors 32% of the time and off-task behaviors 68% of the time. On-task behaviors included: worked with a partner; responded “Beverly Cleary” when the teacher asked him to tell her the title of the book they were reading; read out loud; answered comprehension questions on the story; asked the question “Do you have to get passes for all jobs?”; followed along in his book as his partner read out loud; sat on the couch when redirected; removed his necklace from his mouth when directed; read out loud, but made noises/moved back and forth/leaned back on the couch; turned the page as directed; returned to the couch after the teacher counted 3, 2…; listened as the teacher read out loud; responded appropriately when the teacher told him he had to finish the rest of the story; transitioned to the next activity; said “Oh Yeah” when the teacher informed him he was the exercise leader; and participated in the Everything is Awesome Noodle activity. Off-task behaviors included: rearranged his blue blanket as he held the book; moved back and forth on the couch; leaned forward/backward (multiple times); moved his hand through his hair; squirmed/fidgeted; reclined back with his legs on the edge on the couch, opened and closed them; moved his left hand in the air; placed his blanket over his torso/legs/head-entire body; got up and walked over to his partner (to see what page she was on); returned to the couch and placed his finger in his
I would prompt language from my students and ask them to write the answer. Meaning my students would not only tell me an answer they would write it as well. In addition, games and activities done independently or with peers; continuously modeling throughout the day, and writing what students say during discussions with the class would be the types of behaviors displayed to promote literacy. Read alouds would be held on the magic carpet placed in the center of the
I surveyed the area and was rapt with how involved everyone was in discussion, sitting at tables all around us. I looked at the name tag stand next to the upperclassman tutor that read “Cecilia”. Waiting for her to finish with another student, I took it upon myself to look through the inscrutable contents of my lab I was to write about. After a few minutes, I gave her an explanation of my dire situation. She nodded and assured me that she would be willing to help me write my lab report.
The teacher makes the students quickly recite the words given and spell one word. Then, a child is shown site reading. While the child is reading, the teacher/instructor is keeping track of if and how many errors were made. She also kept track of how long it took the child to read the given paragraph. The next thing in the video, they interview a young student and ask him why he enjoys the directional education methods that they use in the classroom.