Not only are these important for her students to stay on schedule, but if she were to be absent, these lesson plans help the substitute know what the students need to complete that day. Another type of writing she deals with in her daily routine is sending emails. As mentioned before, Mrs. Martinez is the Head Grade Level Chair for Kindergarten which means she organizes and shares different ideas with the rest of the Kindergarten teachers. This is extremely important because they rely on her for her emails on what is going to happen
The teacher will tell the students to take out their math book and homework. However some of the students will already have it in their books before she tells them to. Whenever the teacher finishes giving examples the students work with their groups. When the students are in the computer lab they go onto a computer and login into their accounts. Sometimes a computer will not be working, or they have a hard time logging in so they raise their hands and the teacher goes and tries to help them.
During my four years in college, I learned all of the best teaching strategies, how to write effective lesson plans, and learned about behavior management strategies. It was not something I questioned; you just simply follow the lead of the instructors and the clinical instructors I was placed to work with. When I finally got to that amazing, yet frightening first day, I dreamt of those twenty-five smiling second grade students sitting completely still and eager to learn. Then the students actually came into my classroom. Much to my surprise, there were students that exhibited disruptive behavior.
She is firm when she teaches and her tone and body language gives the signal to the students that they cannot talk to each other. But, when they are working on their worksheet, Mrs. Pillars loosens up and the classroom environment becomes a working and collaboration place with a high student engagement. There are also moments in the classroom when they discuss non-content related topics based on the incidents that occur in the class. Such as how to ask to go to bathroom like an adult vs. like a five years old kid. Or, what is racism, and if Mrs. Pillars is racist by applying the classroom rules strictly which are designed by the school administration.
I observed the teachers demonstrate to the students what they should do by going first. As the relay took place the teachers were encouraging the students by saying “you can do it.” Once the relay race was over the students went back inside and worked on independent work. On one side of the classroom, the kindergarteners were drawing pictures while the first graders were working on a math worksheet. Counting blocks were available to the students to use for this assignment.
There is a slight difference between miscue analysis and retrospective miscue analysis. When a teacher conducts a miscue analysis with a student she listens to a student read and marks their miscues. After the reading has taken place and she has marked the miscues and jotted down any notes the student then retells the story to the teacher. In retrospective miscue analysis the student and teacher do the same thing as a miscue analysis but allows the student to discuss their miscues with the teacher after the reading. It allows the student to discuss and reflect on their own miscues with the teacher.
What they don’t learn is how to learn these subjects. In this video “Learning how To Learn”, Barbara Oakley, a professor of engineering, points out the main ways of how to learn. She mentions how most teachers use metaphor and analogy to teacher, and she uses these a lot in her explaining how to learn. The key ideas relate to learning are focus mode and diffuse mode; two different modes our brains use when we are learning.
A way to decrease this tendency is through relating and creating lessons that interest students. Sadly, in schools, children with severe academic, behavioral, and social problems are disregarded, often seen as the problem child. These children are passed along each grade to teachers who do not address their problems. As a student in the special education program, I saw my, peers who endured constant failure begin to resent school. They viewed school as a waste and dropped out once they turned 16.
Afterward, I classified students with a disability in each class and prepared a summary of their needs. Then I arranged a meeting with teachers, specialists, and SEN department. In this session, we analyzed each student with the disorder, support, and adjustment they need. These methods allow the regular teachers and educational staff to have knowledge about students they are expecting throughout the year. Also, I prepared the general assessment for these students to evaluate their need for each topic to adapt the course based on the result.
It is vastly important for the professor to be approachable, available and provide prompt feedback to students (Sweet and Broadbent, 2016). During my teaching observation I was able to observe open communication between the professor and the students. I noted that the most interaction between the instructor and the students occurred during the second half of my observation which included a test review. The students had a vested interest in the test review section of the class and I saw that they took more notes and were more attentive during this section than they were during the actual instruction. An interpersonal relationship strength was that Dr. Hoffman was able to address many of the student’s questions at this time and they seemed satisfied with her answers.
Today Mrs Roush was absent. There was a substitute teacher that the kids knew from previous times. They were learning about Synonyms and Antonyms. Significant the student were acting out and the substitute teacher constantly kept asking the student to please pay attention and to calm down. They have a reward system, using stars.
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
Then I build on that knowledge by working with the class on document A (see instructional material 1.1) then let the class work on the rest of the documents in pairs. Through this method student are shown the material, and the work is modeled for them giving students a better understanding of how to read the documents (Bruner). Allowing students to work in pairs allows for peer learning allowing students to work together, and for students who are accelerated in the class to help those who are struggling with the material (Dewey). This also me to walk around the room, and help groups who are struggling allowing for easier monitoring of progress towards the learning target. Lesson 2 starts by comparing, and contrasting FDR’s handling of Japanese Americans, and how Trump wants to handle immigrants (see instructional material 2.1).
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.
While this may impact those kids that are focused on, the other kids are pushed aside on the back burner. The main reason behind this is that teachers are forced to have their students reach a certain level of success by standards set by the nation and their bosses. The number of tests that students have to take removes their ability to be creative and have an opinion. Bronwyn Williams expresses this when she says, “Standardized testing, to be standardized, must create questions that leave no room for interpretation…allow for no independent meaning making from students.” (154).