I conducted my observations at Lockport Middle School. Lockport Middle School is currently ranked an A school from the Louisiana Department of Education. Science lessons were observed in sixth, seventh, and eighth grade over the course of a two week period.
On Wednesday, September 30th I observed Mrs. Bangham’s three to six year old classroom. The observation was from 8:00 to 10:00, at Greensboro Montessori School. Since they combine different ages I focused more on the five and six year olds that would be in a normal Kindergarten class. I learned so much about Montessori schools and how they work in the two hours I observed.
Within my observation of the classroom; I was able to see how the teacher interacted with the students, how gender role played a role within the students, and lastly see the how the students interacted. The first thing I observed and saw was how the teacher interacted with the students as she taught. I noticed that often she did not encourage the students to do better; she would just tell them to re-look at their papers and fix their papers if
The lead teacher went on break and a substitute teacher entered the classroom. The assistant teacher shouted at the children to sit down at the table and to be quiet while they waited for lunch to arrive. The children ran around the classroom, talking loudly with their friends. Some settled down in their spots for lunch, but continued misbehaving at the table. The substitute teacher and assistant both requested repeatedly for the children to lower their voices.
It was difficult advising her on how to handle the situation. The previous year, I only worked with this teacher four periods a week, as she had both 6th and 7th grade students. Her schedule did not allow her to be with the special education students in my room, since I had the aide to work with them in my classes. Mr. Allison, I know you are aware of the situation and without going into detail, this made my job as mentor to Amy very difficult.
As the teacher we see the day to day of the class and we are there to advocate to ensure that our organization meets the children’s needs. I evaluate what changes are needed within the environment. I also analyze academic goals; in accordance with lesson plans to assure the goals and lesson plans are progressing. My greatest contribution thus far has been behavior progress monitoring; being able to share this process organization wide and implement new accommodations and replacement behaviors
If the teacher seems like he or she is mad then the student will want to fix it so he or she will not get yelled at. Teachers also though have to be careful on what they say even though they need to be tough. The articles main point is to describe why tough teachers get good results. I do agree on everything the article said especially this “now I 'm not calling for abuse; I 'd be the first to complain if a teacher called my kids names”.
Scout always tried to explain to her teacher problems of other students or herself and always got into trouble. Other people should help explain things better if what they hear is not making sense. I have seen Scout’s situation in a real life event. Students in my class try to explain things but can not always get their main ideas across. The things they say do not make sense.
Classroom Observation: Dominic was observed during the morning in his third grade class. At the start of the observation, a selected group of students, including Dominic, were instructed to sit on a rug for an activity. Dominic sat on the rug for a couple of seconds before he got up and went to his desk to look for an item. Dominic could not find the item at his desk, so he headed to a shelf and grabbed a paper. He then headed back to the rug and took a seat.
In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. They are completely opposite. Zach is the relatively quiet student and Patrick is the louder of the two. Patrick teases Zach and Zach responds in an inappropriate manner. Their teacher is starting to get frustrated with the behavior between the two boys.
Both times the students’ do not realize that their teacher not knowing about the person in question is not something that needs fixing. Because of this, the students do not understand why it frustrates her so much. Miss Caroline is new to the area and is not used to it yet.
4a – After the delivering lessons, Miss Hannan assessed the instructional session and provided suggestions to improve upcoming lessons. 4b – Miss Hannan collaborated with the cooperating teacher for an efficient and effective process of recording and maintaining accurate assessment for each student. 4c – Miss Hannan described that parents and teachers are “ultimate teammates” in a student’s education. She kept parents informed by a weekly newsletter that was written by students. Understanding that parents need to be made aware of their child’s progress, Miss Hannan communicated positive and areas of challenges by sending notes and emails to parents.
There is one main teacher of the Sprouts Classroom name Mrs. Lauren. There are five assistants helpers: Alex, Wiggins, Wes, Shanika, and Colleen that comes into the classroom to help the teacher with her children. Once the students enter the classroom, the teacher starts the music to begin class. When the children want to choose an activity that is best for them the teacher allows them to. For example, Duncan wanted to hold this book while he was dancing to the music so Mrs. Lauren allowed him to do.
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. It also implies the prevention of disruptive behavior. It is one of the most difficult tasks or aspect of teaching for many teachers. This single skill has heavily contributed to teacher stress and burnout (Gordon, 2002, Jepson & Forrest, 2006), overall teacher efficacy(Caprarait al., 2003; Edwards it al., 2002), students achievement and teacher performance in the classroom (Edwards it al. ,2002; Milner, 2002; Pavlov, 2007), and has commonly been a major concern of principals regarding new teachers (Principal Perspective, 2004; Williams).