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Roles and responsibilities of a teacher
Roles and responsibilities of a teacher
Observation teaching
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A. Teacher discussed morning routine to students, reminded them of the classroom rules, went over birthday policy, and summer birthdays. The teacher is very respectful to the students and encourages the students to be respectful to each other.
B. The teacher has a classroom wheel that allows each student to have a weekly job for the classroom, as well as table jobs, and everyone at the table has something to be responsible for.
C. The teacher communicates effectively by making sure all students are listening. She will clap different claps and the class has to repeat the clap, she will say “EEHP”. The students know that the teacher wants eyes on her, ears listening, hands clasped in front of them, and pencils or anything in their hands placed
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5 m.) Observation area: A, B, C, D, E
Notes:
A. The teacher is very respectful to the students and encourages the students to be respectful to each other.
B. The teacher has a classroom wheel that allows each student to have a weekly job for the classroom, as well as table jobs, and everyone at the table has something to be responsible for. She explained what each job was about and how the student is to do the job when it is their turn to do it for the week.
C. The teacher communicates effectively by making sure all students are listening. She will clap different claps and the class has to repeat the clap, she will say “EEHP”. The students know that the teacher wants eyes on her, ears listening, hands clasped in front of them, and pencils or anything in their hands placed down on the table. This is so she knows the students are ready to hear what she has to say so she will not have to repeat herself.
D. The teacher has planned her classroom with color codes. Above each table is a different color smiling face that color coordinates with folders students turn papers into, bins that have workbooks, baskets that have papers for students to get papers to pass out to their table
She wanted these students to feel unfair treatment and learn about the prejudice/discrimination that could affect their life. 2. Please list at least 2 other ways she could have divided the class that would also have been effective for this project. One way is to divide these students by gender. She could also divide these students by hair color.
Establish workable relations with teachers either one-on-one, small group, or large group instruction or discussions.
...are their responses with a peer. Turnbull also suggests monitoring student’s responses and if the student is not showing any signs of understanding the content then adjust instruction immediately and not once the lesson has been given (301). It is also important to inform the child about correct and incorrect responses. This immediate feedback allows the child with language processing difficulties to see when he/she is performing in a desired way and what he/she may need to work on. After giving the student time to process information and formulate his/her thoughts, allow the child to summarize information in his/her own words if necessary. Overall, it is important for the teacher to remember to limit conversation to one person at a time to limit multiple verbal input, and speak slowly and not about too much that can require skills the person has not developed yet.
With communication, there are some tools and techniques one use for effective communication, which has some advantages and disadvantages when using them. The teach-back method helps
The event that I attended for the interpreter observation requirement was an event that occurred in the classroom and took place in order to provide interpretation for a guest speaker, Richard McGann, who was Deaf and blind. The event was held at the University of Pittsburgh during the Intro to Interpreting American Sign Language-English class taught by Jessica Adams on Tuesday, November 10th at 5:30PM and the interpreted lecture took place in a typical classroom located on the third floor of the Cathedral of Learning. The classroom used for the guest lecture was the same room that the class meets at regularly, so there had been no special modifications made in order to accommodate the
“Educational practice is necessarily based on the assumption that students are willing to engage in educational activities that they will lend their cooperation and support to the process in their education. Students who do not offer such cooperation, who are unmotivated, present significant challenges” (Williams and Ivey, 2001, 75). High school school-children show the most trouble with cooperation and motivation; they only have a few more years of schooling and for some pupils that is the end of their education. That was one of the main reasons why I wanted to observe a high school classroom; the other main reason is because I have actually considered teaching high school grades. I observed Ms. Edith Stone and her Algebra II mathematics classroom.
Background Information: Ben is a seventh-grade student in a language arts co-taught classroom with a general education teacher and an intervention specialist 4th/6th period of the school day. He participates in class 5/5 days, gets along well with his peers in the classroom, and is organized with his materials. Ben is seated toward the front of the classroom. He is personable in class and participates in group discussions and answers questions in class. Ben will occasionally ask for clarification on directions and assignments in class.
Cooper, P. Simonds, C (1999). Communication for the Classroom Teacher. 6th ed. Needham: Allyn & Bacon. p1-2.
Another concern that some students might have is communication. Some students might not need to have a teacher in front of them and teach the course material to them, to whereas some students might need the te...
Reading: Shawn comes to school regularly. He is always prepared with the school supplies that he needs for the day. He enjoys reading, either independently or with a partner. Shawn does well with answering open-ended questions and discussing information about what is being read, but, when he needs to answer questions on an assessment independently, he does not always perform to his potential. He has been taught reading comprehension strategies (i.e. RUNNERS, annotating, rereading, underlining key words, asking questions, making connections, visualizing etc.) and he uses these strategies when he is reminded to help him answer abstract comprehension questions.
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 teachers to be effective their classrooms should be open, encouraging and safe environments, where a strong student-teacher relationship can be achieved (Marsh, 2008). Students should be treated with respect in order to meet their need for belonging (Eggen&Kauchak, 2010). The layout of the room and resources need to be well considered allowing different areas for different activities (Bennett &Smilanich, P. 1994) keeping in mind space for easy movement and creative work. Seating arrangements, noise level and room temperature all need to be taken into account when planning the classroom to maximise productive lea...
It is very important for a teacher to be a good communicator.He doesn`t just stand in front of the class and lecture but tries to establish a dialogue and tofind the best group activities in which every child to be involved.Discussion,peer-to-peer coaching are the things which make the process of teaching more interesting and challenging so that all students attend classes and participate actively.
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.
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.