Having an instructional teaching specialist observe your classroom is a potentially valuable way to get feedback about the strengths and weaknesses as a teacher and to get recommendations for additional improvements. To be a valuable assessment process, the teacher must trust in the fidelity of the evidence based on the observation. Fidelity is influenced by why the observations are taking place, who is doing the observations, what is being observed, and when the observations are taking place. When the observations are conducted for the primary purpose of improvement, and are started or received by the teacher, the interaction is most likely to be trusted and valued. Additional, when the observers are experienced in both observing and giving …show more content…
The teacher guided the pre-observation proses by telling the coach what she should be observing during the lesson to be observed. Some of the questions that were asked during the pre-conference me what are the thigs you would like me to focus on? , How do you want me to judge the students are on task, working, not working? How do you want me to evaluate this? Is there any way I can look for assessing student learning in your lesson plan? At the end of the lesson, how are you going to check that students understand? The teacher knew her lesson from beginning to the end. She was confident by demonstrating an accurate knowledge of the subject she was teaching. She did not feel intimidated by her coach at all. Important components of lesson were built in as direct instruction, modeling, student practice, student sharing, and metacognition. The lesson was coherent, sequenced, and aligned to the mathematics curriculum standards (equivalent ratios). She also used a variety of effective instructional strategies and resources embedded in her lesson like students pair discussions. The teacher has a routine in place and good classroom management. The teacher promoted a climate of trust and teamwork in the classroom and encouraged students to help one another and to work together by clapping and
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
While children can remember, for short periods of time, information taught through books and lectures, deep understanding and the ability to apply learning to new situations requires conceptual understanding that is grounded in direct experience with concrete objects. The teacher has a critical role in helping students connect their manipulative experiences, through a selection of representations, to essential abstract mathematics. Together, outstanding teachers and regular experiences with hands-on learning can bestow students with powerful learning in
Lesson clarity refers to how clear and precise a teacher’s presentation is to the class (Borich, 2010). The objectives were clearly outlined at the commencement of each class. Gagne stated that among one of the first thing a teacher should do, is to inform the learners of the objectives of the lesson, since it creates an optimal internal processing of information that goes on during the learning process (Hannum, 2015). During the one day observation, the instructor used adequate advance organizer in the form of demonstrating/illustrating how to round off numbers. Similarly, in my role as a teacher I demonstrated/illustrated addition and subtraction of directed number to explain the procedure to the students which added to the clarity of the lesson. The content of both lessons was appropriately sequenced from simple to complex. The skills that I have garnered from the first year of teachers’ college, regarding blooms taxonomy, stated that students must first recall and have a deep understanding of the concept before being asked to convert (apply) abstract content to concrete situations. During my role as the teacher, the students were made to recall and comprehend the procedure relating to adding and subtracting directed numbers and shown sufficient examples, before being asked to perform any calculation of the sort. A similar stance was embarked on during the one day observation. According to Vanderbeit University (2015)
Due to the timing of school schedules and standardized testing, lesson observation notes are primarily focused on the first grade class. The first observations were with the fifth and sixth grade
John Henry is a 15 year old 9th grade student who suffers from ADHD and anxiety disorder. John frequently makes inappropriate verbalizations during teacher’s instructional time. This behavior causes distractions for himself and his peers. The teacher would ask John to stop talking out of turn, but the student only stopped for a short amount of time. The teacher would then pull John out of the classroom to speak one-on-one on some adjustments he can make with his behavior to make his learning more successful. After pulling John out of the classroom, he would be complaint for 2-3 days, but not for a week long period. Afterwards, the parent/guardian were contacted, but the target behavior was still not altered in any way.
Some administrators use clinical supervision or peer coaching to determine from which it is obtain the most feedback and some other uses this methods or the combination of both (Hooker, 2014). It is important the comparison of both methods in order to identify the benefits of each. The clinical supervision includes a developmental evaluation that is meant to assist and improve the instruction of teachers (Glickman, et al., 2010). It is necessary to do a preconference, lesson observation, analysis of the information and interpret the teaching observed, and a post conference to determine the effectiveness of the process. In the clinical supervision are steps to follow: first, during the preconference the administrator and teacher identify the process, purpose or reason of the ob...
Observation Assignment – Video #1: Setting and Role In the first video, I have observed an education assistant with thirty more students in a large classroom. She was standing and supervising a whole class in a back of the classroom, and later she was helping with a few students’ writing work in a computer room. After that, she was assisting one student by one on one style with his book reading in the school hallway, which appeared to be quiet and not distracting space for the student to concentrate. She said she was also required to operate equipment like smart board, photo copier, and laminator.
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
My observation period has been focused on elementary level education. The students have generally ranged between the ages of five and eight years old. Furthermore, the learning objectives have ranged from number identification and counting to the beginning stages of learning to read. Each morning started in the Subjects of Reading and Writing. This allowed for a gentle introduction into the days lessons.
The pre-observation allowed me to better understand the lesson and get information on the kindergarten students in the classroom. The teacher stated she wanted the students to demonstrate an understanding of using beginning sounds to form words. The teacher used current assessment data when planning the lesson. When d...
Teacher observation, anecdotal notes, completed posters, journal entries, students responses, and behaviors were some of the ways that they were assess during this lesson. Based on the assessment results and the data
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.