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My experience in classroom observation
My experience in classroom observation
Grade seven class observation instructional methods
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In the third grade classroom that I observed, I had the chance to witness the children learn about landforms. The teacher began class by describing the game that they were going to play that would help them understand the vocabulary terms for the landform unit. The students were first given a landform "dictionary" that had all of the terms and definitions, and with that the students had to be able to come up with clues in their own words to later have their partner guess. While the students working on this, the teacher went around to a few other students that seemed to be having trouble and further helped them individually with the activity. With this concept, the teacher was using more then the academic domain and was illustrating social-emotional
Dweck also promotes that a lesson can be something that can something creative that its only purpose is to develop a growth mindset in students. These creative methods can be something so simple as playing a video and followed by class discussion to group discussion about their own thoughts/meanings or a simple game of “Memory” in order to engage students to learn in a fun
Any school curriculum should aim at enabling children to be able to think in broader terms, motivate them to want to be more knowledgeable and above all, allow them to come up with new approaches to problem solving. However, more too often teachers tend to limit the students to only the known facts in text books, something which prompts them to remain in their comfort zones. Additionally, the purpose of any formal education is not only to gain formal knowledge but also to gain social knowledge. Different teachers will have different approaches to achieve this. Despite the approach used, in the end of the day, they are expected to have involved and impacted positively on the different characters of children in their classrooms that is, the shy,
Depending on the topic, certain pedagogies fail to facilitate the understanding that is necessary to continue a student’s growth in the subject. Connecting with the students is important, especially with our centennial generation, who need the social connection more than any other. They do not know a world before technology and the connections that it facilitates, the choice to voice opinions and be heard. This follows well with the training that I participated in this summer, Captivating Kids Hearts (CKH). Our school is promoting the activities, allowing us to integrate collaborative codes of conduct and positive affirmations. During our training we spent time learning how to connect with each other on a personal level, emotions were difficult, but what it has given me is the permission to take time to make better connections with my students. What I have found is that class seems to work smoother, and I expect to see other changes as the year
The desire to learn new things means that both sides, students and teachers, must have an engaged pedagogy. According to hooks, an engaged pedagogy is both sides are willing to learn and grow. Not only the students are empowered and are encourage sharing things about themselves and learning new things but teachers are also meant to do these things (21). This is a barrier because if students and teachers are not willing to learn and grow democratic citizens cannot be created. This is so because people will not be educated of differences and others react and deal with different things in society. This goes along with the importance of self-actualization of teachers in the class...
I believe that culture, empathy and critical thinking can be incorporated into these subjects with the use of creative projects such as acting exercises, writings, discussions and stories. What project is chosen can depend on the age range, the environment of the classroom, and the preference of the school or the teacher, but I believe that there are projects that will accomplish the core learning objectives of the subject as well as incorporating multiple perspectives in a cognitive way.
For my practicum I was in the Glyndon Felton Elementary school working with Mrs. Lauer in her 5th grade classroom. She teaches the subjects of Math and Science. Mrs. Lauer has a homeroom group of students as well as a second group of students that comes into her room for a few hours each afternoon for their Math and Science lessons. Her homeroom students are across the hall learning English and Social Studies with a second 5th grade teacher during this time.
According to social cognitive theory, people and their environments mutually influence each other (Ormrod, 2011). People learn from the environment they are in, people they interact with, and behaviors they watch. People can learn by observing others and as they become older they can set their goals based on the accomplishments and the results of that learning. The video of the 4th grade, Canoga Park is about learning by observing, listening, and discussing a subject among the class-mates (4th Grade, Canoga Park, n.d.). In the video teacher is trying to teach the students about the importance of printing press. The teacher asked the students to divide in the groups of two called “pair and share” to discuss the views between two students first and then he asks the students to answer in a bigger group setting to assess whether the students learned the subject or not. The purpose of...
For example, the class I just observed on last Thursday, the teacher shows the map and also plays the documentary to students which attracts students’ attention and they get the most correct answers in a small quiz at the end of the class. SDAIE also utilizes students’ interpersonal and Intrapersonal intelligence. Teacher pairs ELL students and native English speakers as a group to participate the activities because the teacher believes that their interpersonal intelligence will help ELLs to absorb the knowledge. In the history class I observed, the teacher pairs two student as a group to do the jeopardy game. I can see this way is very effective and useful.
This strategy embeds learning in play, routines, and interest areas rather than separating out learning time from everyday events and activities. An example of Incidental Teaching was when the teacher noticed the students found a spider on the playground and responded to the student’s interest of spiders by teaching about spiders. The students created a ‘spider web’ in the
The students are building on the knowledge they have gather from their daily routine, and are able to more easily grasp the concept of place value. Furthermore, in Piaget theory “children need many objects to explore so that they can later incorporate these into their symbolic thinking” (Gordon, & Browne, 2010, p. 106). The teacher gave students a variety of materials to understand the lesson in a pleasurable way. Equally important, the students’ scheduling was derived from Piaget as the students had “plenty of time to explore” (Gordon, & Browne, 2010, p.
These observations were made in three collegiate ESL courses during the semester, a Writing Class, a Grammar Class and a Reading/Discussion Class.
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.
The nature of teacher and learner interactions of this approach stems from the foundation that every person teaches one another and that everything in life teaches. The formal teacher of the educational event is the facilitator of knowledge and conversation, yet is not the only authority on the topic. Everyone carries knowledge and can learn from one another through sharing authority. As Halverson states, “teachers dealing with youth and adults need to be clarifiers of the faith, lifting up dilemmas, encouraging thought, and being open to many viewpoints” (31). Rather than having a hierarchical and set method of teaching, this approach to conveying a message opens conversation and allows people to feel validated and supported. The learner is more important than the content.
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.
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,