As I observed the classroom throughout her teaching to understand if any differentiated instruction was used. I only observed it being used through reading time. The students are allocated books according to their reading level and when it comes to reading time, they get the chance to choose from four different types of reading techniques. The students can follow up on reading while listening to it on a tape recorder, having a talk about it, or watching a video about it on the
I observed many ways to go about classroom management. Each teacher approached it differently, depending on the grade they were teaching and who their students were. Every teacher greeted their students at the door at the beginning of every class, saying hello and asking questions to them about different activities and events they had going on the night before. Usually as the students were
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.
The first day I observed the entire fifth grade had a short day so their classes were on a time crunch. As the students came into the class, the teacher stood beside the door and welcomed every students with a smile. Beside the door was a small table that held the bell work papers and bell work turn in basket. As students came through the door they automatically picked up their bell work paper for the day. After grabbing their bell work, students placed their materials for the class on their desks and then proceeded to take their backpacks to the hall to hang up.
In Louisiana, I worked mornings as the intervention specialist for Reading and Math at the public middle elementary school (3rd and 4th) while teaching 7 and 8th grade Math in the afternoons at the local private school and eventually covering the art classes when the teacher was on maturity leave. While in Louisiana,
Brennan was observed during the morning in his first grade classroom. At the start of the observation, the class was instructed to sit on the carpet for an activity. Brennan got up out of his seat and appropriately sat on the carpet. Brennan’s teacher, Mrs. Jones, began to engage the class in a writing activity. As she engaged the class in a discussion and wrote sentences on the board, Brennan appeared to pay attention as he stared at the board.
The ESL class is taught by an interference teacher who helps them with their language abilities, such as writing, reading, and even with math. Mrs. Seyam also works with those who needs help and tries to make them have the feeling to challenge those who are above the grade level in reading and writing. She asks the students to sit in groups of four, which she places the students of the same reading level together, and she gives different books for each group for their reading level. Each group is represented by a different color which symbolizes their level of reading. For example, the green group are seated in the green table in which they are the highest level group in the class, and the red table group are the lowest level group.
Jekoi D. Lassiter Personal Statement UNCG School of Education Degree Objective: M.Ed. My interest in the field of Education dates back to my primary years of school. Throughout my elementary years, I was always fascinated with aiding my fellow classmates in the area of reading comprehension, through the usage of breaking apart words and using the correct skills and strategies to attack reading passages and questions. This love for literacy increased throughout my grade school career. In my senior year of High School, I was provided the opportunity to participate in an Apprenticeship where I served as a Third Grade Teacher Assistant at one of the local elementary schools.
There are twenty-one teachers in this school. All trying their hardest to educate and encourage the students to a better future. The school requires the students to have their paperwork and medical shots to attend school. The school does have children with special needs such as Down syndrome. There’s teachers who help these children but aren’t treated any different.
They sat on the floor around Mrs. Sherwin with their social studies textbook. Mrs. Sherwin had them read over the boldfaced vocabulary words before they began reading. In my EDS class, my professor stressed the importance of vocabulary since vocabulary is one of the five big ideas of reading. Understanding vocabulary helps with students’ reading comprehension. Mrs. Sherwin started off reading and then called on students to read.
Michael is currently a sixth grade student at Northeast Middle School. He is identified with having a disability of Autism, Other Health Impairments (ADHD and anxiety), Gifted and newly identified with Speech and Language Impairment. Michael is in an itinerant learning support setting and has the learning support teacher in all academic class periods. He receives gifted support three times in a six day-cycle with Ms. Shook.