My focus area for this observation: Organizational and Management
There are several best practices I found in this observation with Ms. Robinson classroom, which is organizational and time management
During the observation, of Ms. Robinson classroom organizational skills were noticed in the classroom with the layout of the room and materials easily accessible. When entering the room, the students had a clear understanding of knowing where everything belongs. An example of this occurred with the daily behavioral report folded label with date and time when an infraction of the rules occurs. Also, the teacher marked all workstation and reading station with books from fiction to nonfiction. Each work activity separated with the daily instruction
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Robinson classroom exhibited her organizational skills as the student's maneuver throughout the classroom without encountering confusion on completing assignments.
Although, the most useful tool Mrs. Robinson used is having the class rules and procedures visible on a bulletin board. For additional help with the subject, a display of learning posters covered the windows and walls. Equally, organized of her classroom was a data profile on each student’s weekly test, a progress of improvement or needed additional tutoring recorded on a data sheet in her computer. However, the most impressive were how she utilized time management skills contribute to accounting for a productive learning experience to students completing work before time and additional work administered.
Furthermore, the instructor decides the length of students work also is it independent or group work balancing the time between the two. To ensure that all students were present before class began the teacher would read fifteen minutes at the start of the day. Also, a student helper assigned each week to assist the teacher to pass out papers, and turn off the lights when they leave the classroom. These educational tools will be helpful in developing my style of organizing the class with implementation of changing the desks in one single aisle with seven in each row and using gestures (clapping or pointing) to prompt students’ response. As the teacher, I would teach the children of my expectations in the classroom on their performance by motoring and keep them on
Most classrooms are analogous in their basic structure. They typically consist of the essential accessories such as chairs, tables, and desks. However moving past the basic structures they become more unique. Their distinguished qualities, often correspond with varying influential factors. These factors include, instructor and subject matter, school setting, and student population.
The fourth finding I found was that even though Pre-K environments have an emphasis on group activities there was often a designated area in the classroom where children could go and be alone and self-reflect. However, these spaces were used differently throughout the three programs. In one program children went to what they called the “cool down chair” when they misbehaved. In this particular program usually a talkative child who may have been disruptive would have to go to the chair and think about what he or she did wrong. The chair was located in a corner where there were crayons and other play items that the child was allowed to use, but mainly it was a sort of punishment.
The following experiences with children have been completed throughout 2014-2016: • Westminster College Preschool Lab • Hance Elementary School Field Experience • New Castle Head Start As I reflect on my experience in working with a variety of different types and ages of children, I realize the importance of Component 3a of Domain 3: Communicating with children. I was able to positively and effectively communicate with children of all ages from preschool to elementary age during my time at the many experience locations. While volunteering, it was necessary to use age-appropriate knowledge and proper tone for the children to keep engaged while speaking to their ability. As importantly as speaking, I needed to be a proactive and interactive
When reading Chapter 5 “Craig Seganti on Taking charge in the classroom”, the overall chapter was interesting when it comes to managing a classroom. As a teacher, we want to be able to control the structure of a classroom, but at times is unable to accomplish the task due to our student’s behaviors. At the beginning of the chapter it states a productive classroom may have difficulties but it is the way a teacher present themselves along with the rules of the classroom determines the outcome of the student’s actions. When presenting to the students the rules of the classroom, the teacher needs to present the rules on the first day of school and have the students sign a copy to ensure they are aware of the information. When it comes to the
Classrooms that are well organized and have clear rules and expectations provide order and a space for students to be able to learn. For example, if a classroom is relatively small and quiet, students are able to get a gist of what is being taught as opposed to large disorganized and rowdy
Officers were dispatched to 1958 N Mansard Blvd for a report of loud yelling being heard in the hallways. Upon arrival, officers did not observe anyone inside the hallway or hear any yelling at that time. Several of the local residents came out and stated that the resident in apartment 2E has causing multiple problems. They stated that she has several young children that she does not know how to control. They stated they are always running around the hallways yelling and making unreasonable noise.
Child study Introduction of child Q is 5 years 5 months old. She is a girl. She attends a kindergarten. Q is the youngest child in the family of three children. She speaks and understands English during English lesson.
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.
At Frist Presbyterian Church of Bakerstown I learned while observing and interacting how some of the different set up of areas impacted a student’s learning and space. Some of the areas were used for quiet time, noisier activities, and more active learning. This related to the (Component 2e) because organizing physical space around the classroom provides the student a variety of ways to learn together or alone inside the classroom while also developing their social skills and working through any academic or social difficulties (Component 2d). Lastly, at Head Start the lead teacher provided the students with daily duties inside the classroom. For example, some of the students had the responsibility to clean up stations, and prepare the snack/lunch for the class.
Over the past few months, the class has been discussing typical and atypical language development and the assessment and intervention of children with language delay or disorder. In line with this, the students were asked to observe children aged 0-12 years old with language problems for 2 hours. For this requirement, I went to a therapy center situated in Quezon City last November 16, from ten (10) A.M. to twelve (12) N.N. The center has multiple rooms that are used for speech therapy and occupational therapy. During my observation, two speech pathologists and two children with language disorder were sharing one speech therapy room.
On January 28, 2015 at approximately 6:25 pm at a friend’s house I observed their five year old twins. Nikolai and his twin sister live with their biological parents, who are in their low 30’s, in income-based housing along with 2 other siblings aged 8 and 10. Nikolai is a bit smaller than his twin sister. They will turn six in March this year, but Nikolai is probably a couple inches shorter and his weight is slightly less. He has brown hair and eyes.
Along the east wall of the room, two centers were designated, one being a reading (quiet) center with two bean bag chairs and several book shelves filled with different levels (reading) books. The other center was a manipulative center, which included several puzzles, games, and interactive manipulatives. Along the south wall of the classroom was a long table with three computer stations set up on the table. On the west wall was several cabinets and shelving for teacher supplies and files. Along the north wall was the teacher desk, and another center area with bean bag chairs, and several iPads, cd players, and other technology devices.
OVERVIEW The elementary school that I observed at, Orchard View Elementary, was located in Delray Beach, FL. The location was very accessible and right off of the highway. The teacher I got assigned to was Ms. Diann Johnson. She teaches a class for students in 3rd-5th grade.
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.
Being that our campus farm would not be able to immediately produce all the crops we need, we would have to have the campus food services buy locally grown or produced food, organic produce, and purchase food in bulk or with less packaging in order to proceed with promoting more sustainable food. Currently, most of the food found in Hughson High School’s cafeteria is the product of an unsustainable food system. The food that comes from an unsustainable food system causes environmental damages such as destroying soil, its dependence on foreign oil, contamination of water, and reducing the ability to even grow crops at all. Food is delivered to Hughson High School by Sysco food trucks. The vehicle exhaust from commuting to and from Hughson