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Outline the role of a teacher
Outline the role of a teacher
Outline the role of a teacher
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When I first walked into the classroom, the teacher was standing on the carpet with the students. There were interactive videos playing on the smartboard, and the teacher was moving along to the video with the students. The teacher was saying things like; “keep up the good work” and “I love your dance moves.” I first interaction the teacher had with Lexi was when she wanted her sweatshirt off and needed assistance. The teacher observed that Lexi was in the process of taking her sweatshirt off and asked, “Lexi do you need help?”. She shook her head yes and the teacher proceeded to help her remove her sweatshirt. After this, the next interaction happened five minutes later once all the videos ended. The teacher was asking certain students if
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Santiago was observed in his inclusion preschool class setting on Tuesday April 24th. The class was divided into two groups. Santiago was in the small group literacy where the teacher was reading a book. Santiago seemed upset and he was overheard by the observer saying “I never have a second chance”. The teacher replied saying that he always has a chance and she continued with the activity. While the teacher continued reading the book about a Peacock Santiago was observed to look towards the window of the classroom instead of the book. That behavior appeared to be a way to express his anger, however, for moments he was observed looking at the book the teacher was reading and calling out providing accurate answers. When the teacher verbally
All of a sudden I was jolted by a hit in my upper back with force. I spun around to see what was going on and it was Yvonne Johnson that had hit me. Before she hit, my back was to her and she was facing the class, when I spun around and saw it was her, she turned back around and faced the class and proceeded with whatever she was saying to the class. I said what and was in disbelief as to what had just happen and then I started to leave the room and I saw Patricia Anthony standing at the back of the room and said to her, did you see what just happen? She said yes and I left the room and went to our office next door Room _____and sat down and then begin to feel pain in the center of my upper back, just below the neckline. I informed Patricia that I would be upstairs in my office in the event I was needed. As to why Yvonne hit me, my assumption is she wanted Mr. Burks and I to be quiet or lower our
This makes me think that Kennedy is experiencing problems outside of the classroom, however they are manifesting inside of the classroom. My first concern would be for the safety of Kennedy.I would not jump to conclusions that her problems stems from familial problems due to the disconnection of the phone line, it could be a coincidence of her parents phone number to be disconnected. Kennedy's classroom behavioral concerns could emerge from household concerns, recent loss of a love one, environmental concerns, bullying, etc and I would not want to approach the situation without bias. Yet, I do believe that Kennedy is having a crisis that needs to be addressed. My reason being is that Kennedy is having a hard time focusing in class, she is
It almost controlled by Ms. T. Also, Ms. T never left the classroom and she companied with kids all times. I also notice that whatever kids asked her, Ms. T answered them patiently. As Carini points out, “Yet another might be your sense of what makes the child feel safe, trusted, respected, and secure with adults (or not)”(Carini, 2000, p.59 ) A teacher who teaches in kindergarten have heavier duty than the teacher who teaches older students.
It was transition time in the Indoor Classroom. Sami, Lorelei, and Amaris got dismissed from shared-book reading to go get ready for Snack Time. When Sami was walking to the sink he had calm eyebrows, and his mouth was slightly opened. Sami with his eyes wide open kept looking back to the Block Area as teacher Hannah was addressing the other children. As Sami arrived at the sink area, he turned on the water and was looking around the classroom. I reminder Sami that I was turning on the clock and that he was going to have one minute to finish washing his hands. I was washing my hands next to Sami and reminded him about the steps of washing hands and how much time he had left on the timer. After, Sami finished washing his hands I stopped the
In an educational context, it is important to observe the client in the classroom in order to gain insight into how the child engages in the natural environment (Groth-Marnat, 2003). In observing the child in this manner, you gain insight into the relationship between the teacher and the child and how they interact, the general learning environment, as well as observing interactions with peers and other staff members (Groth-Marnat, 2003). Additionally, information can be collected on observed behaviors, strengths, and other observable data that might otherwise be unattainable through testing (Groth-Marnat, 2003). There is, however, resistance to classroom observation, due to legal or ethical issues regarding privacy concerns, and identifying
When my mentor provides instruction that promotes student’s engagement learning. When she used an experiment dealing with liquids. She had a in three small equal cups half way full of water and three different coloring red, blue and yellow. When she a drop of each color into a cup of pure water the water changes the color. The students were so amazed that could understand what had happen. My mentor starts to explain no matter if you add a color to water it remains a liquid. Then she starts to complain the colors red and yellow turn orange. Blue and red made purple and yellow and blue made green. The students where surprise they couldn’t believe what had happen so the teacher told them no matter if you mix the colors it remains a liquid. And
The student was given several prompts to stay safe in the classroom, but the student continued to escalate as time went along by showing defiant behavior and hitting staff. The student displayed a great amount of physical aggression throughout the class room, calm room and towards staff.
Ms. Parker instructed them to follow the rule of raising hand and waiting for their name to be called. Ms. Parker overheard two students discussing something about boyfriends and girlfriends. Ms. Parker interrupted them and talked to the entire class in a very polite manner and told them that they are all just friends and there is not anyone’s boyfriend or girlfriend. Other than this there were not any problem behaviors observed. This class has always been well- disciplined during my observations.
Last Semester, the classroom I was in resembled the “Boot Camp” that DeVries and Zan (2012) talk about. In the “Boot Camp” classroom, “Children follow the Drill Sergeant teacher’s directions not only for arithmetic, but how to sit and where to have their hands” (DeVries & Zan, 2012, p. 11). The children in my field site were always reminded to sit with their legs crossed even though the children often wanted to sit on their knees or with their legs straight out. This was very difficult for the children because there were 20 children in the class and the limited classroom space required everyone to sit the same way. When the teachers were talking during circle or story time, the children were expected to be quiet and paying attention to the teacher. The teachers would often correct the children’s behavior by criticizing them. I also often noticed my teachers using negative language with the children which made the atmosphere of
On Sunday the 22nd, I had a tutoring session with a continuing ed student whose name is Jennifer-she went by Jen. When I arrived at the writing center, I was about 10 minutes early, and Jen came shortly after this time. We went down to the ground floor about 5 minutes early. I asked Jen how her day was going, talking about the weather and other menial things just to break the ice. Then I asked about her status as a student (Continuing Ed.).
I've been assigned to a partner teacher that works with two Biology 30-1 classes and a single Science 10 AP class. Prior to starting I was a bit intimidated by the learning environment I was stepping into but as it turn out it was extremely informal and perhaps even laid back. For example, during the birthing lesson this morning one of the girls in class blurted out a question asking if it was "true that women shit themselves during pregnancy?" I immediately expected a serious tone from my partner teacher but she matter of factly explained the biology and mechanics behind why such things could occur before going back to her presentation. When questioned later my partner teacher explained that overreacting to the students action only gives them what they want and encourages more from her and her peers. Furthermore, while it was entirely feasible to enter and win a power struggle with the student in the process she would lose the respect of the students friends and the rest of her class.
My observation experience is progressing at a very good pace. The first week that I was in the classroom, the students were a little apprehensive to me since they were unsure of what my role was or why I was even in the classroom. However, since their teacher discussed my presence more and made sure the students understood I was not another teacher but an observer, they were more comfortable. The students are very comfortable with me in their room and are more willing to come talk to me and ask me to play or help them at various times in the classroom. I too, am becoming more comfortable in the classroom and am really enjoying the observation process. Even though it is the same classroom and the same bunch of kids each observation,
In a Grade two classroom a teacher has incorporated a show and tell session each to provide the students with the opportunity to share their current interests and knowledge on topics of their choice, promoting student-centred learning and social interactions within the class (Biermeier, 2015; Blaise, 2011). Today is Eliza's show and tell, the teacher approaches Eliza's parents at morning drop off to see how Eliza and the family are settling into their new home. With consideration to Bronfenbrenner’s (1994) ecological systems model, the teacher understands that mesosystems are the connections between each setting that includes the child, school, and home and that these relationships have an influence upon a child’s learning. During her conversation with Eliza’s parents, the teacher is informed that over the weekend Eliza found a cat skeleton underneath her new house and she has proudly brought it to share with the class. Whilst being shocked at Eliza’s choice of show and tell, the teacher