1. Classroom rules and procedures. In each one of my classes I observed, there were classroom rules posted somewhere in the classroom. Being in a middle school setting, the rules and procedures were very general and to the point. Walking into each class, I noticed that most if not all, students understood what was expected of them and started the class off in a positive manner. I decided to focus on one particular class for this question because I was shocked at how ineffective this class was being managed. In my first class, I noticed that the classroom procedures were still being developed and it was quite clear the students did not understand what was expected of them. I noticed the teacher having to remind his students to be quiet and …show more content…
I think the biggest difference I saw was the drive between “an old school and a new school classroom”. I observed a teacher who had 30 plus years under their belt, versus a teacher who is in his first year of teaching. You could tell the difference in the overall climate of the classroom. In the old school classroom, I noticed that it was more of an authoritarian atmosphere, where the fragmented curriculum was being taught. You could tell that these students were being taught through teacher-centered and time-based curriculum that held for a little comfort for many. I thought the teacher held a strict classroom, and you could tell there was no spark in these students. These students didn’t talk to each other, nor did they raise their hands to answer questions. I noticed that out of 20 students, only 3 students had attempted the homework assignment that was given that night. The students, in my opinion, were confused and were not quite comfortable with what they were learning. This particular teacher was actually my 6th-grade math teacher and honestly, it was like déjà vu. It was the same set-up, textbook driven, and printed assessments that I had done 9 years ago. It showed that these students were missing out on the biggest improvement that the new school classroom has made. The climate of the new school classroom was incredibly different. The first thing I noticed was how positive this teachers’ classroom climate style was. All his students were excited, safe, respected, welcomed, and supported during their learning. The teacher greeted his students by name as they walked in the door with a big smile on his face. He was so energetic with his students, that you could tell how comfortable his students were with him. The quality of the relationship was so noticeable throughout the class and the students genuinely looked forward to
The teachers’ job is to provide clear and concise communication to their students directly, explaining what is expected out of them and how they are to meet those expectations (Charles, 2014). Teachers should rationalize any rules that have rewards or consequences to their students to ensure they have a clear understanding. Implementing classroom procedures and rules is important for creating a classroom management routine and teachers have to be consistent in order for the system to work (Charles, 2014). Performing rudimentary day-to-day activities continually during the first few weeks of school will leave little room for error for the future (Charles,
The classroom observation took place in Chaira’s class at Early Education Center (EEC) in Highland, NY. Chaira class is a self contain (Full day center-based special) class that consist of 12 children, 2 assistant teachers and 2 one to one aides. The age range for this class is from 3 ½-5 years old. EEC starts at 8:45am and ends at 2:30pm. The staff is very friendly and caring to the children. I arrived EEC at 8:30am and talk briefly with the teacher. She discussed the agenda for the class. She invited me to interact with the children in the class. This allowed me to observe and get hands on experience working with preschool children.
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
Couples who were experiencing a putative secret during the time of the study versus couples who didn’t experienced the most change and conflict. The partners who believed that their partner was keeping a secret for a positive reason such as protection or to avoid negative evaluation, the level of conflict was less than those with putative secrets revolving around personal
The classroom I observed Tommy is in has about 20 children and two teachers. The age range for this class is between 36- 48 months and Tommy is 47 months. The purpose of this observation is to assess the child to see what appropriate skills based on their age they are able to accomplish. If children are struggling to meet the appropriate brackets the teacher is to set goals that are to help the children become successful and accomplish the goals. In this paper I will be talking about the Carolina Assessment Log and what SMART goals I think may be appropriate for Tommy.
Teachers should also implement a set of classroom rules to keep the management of a classroom running smoothly. The guidelines for implementing these rules in an elementary school classroom is making sure they are consistent, rules should be made based upon a positive behavior, not too have many rules because they won’t be enforced, “rules must fit within the school’s code of conduct” (Malone, 1998, pg1998), make them creative by using humor but still being serious about them (McFarland, 2000, ...
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
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.
This week, I observed an Intermediate Reading/Writing class at Global Launch. There were 12 students in the classroom, 8 males and 4 females. The students were from different cultural background. More than a half of them were from Middle East. The others were from Japan, China, Ecuador, and Vietnam. The lesson was on paraphrasing. The teacher had given a handout and homework about paraphrasing in the previous week.
For my observation hours I was in a regular first grade classroom with about 20 students. There were not many students in the class with exceptionalities, only a few with ADD. One student seemed to have some behavior issues outside of the classroom, but was fine in the classroom. He hasn’t been to a doctor to be diagnosed with anything specific. ADD is defined as a developmental disorder which has persistent symptoms of inattention, hyperactivity, impulsivity or all three.
I was getting off work from the jobsite 1095 Market Street at 7th Street in San Francisco on 8/6/2015 at around 4:35 pm. I was driving on 10th Street in the 2nd lane; my car was waiting for the traffic light at the intersection of 10th Street and Bryant Street. There are 5 lanes on 10th Street where I stopped. I stopped on the 2nd lane on 10th Street. The 1st lane (on my left side) must turn and go to Bryant Street. The lane I stayed in is the 2nd lane in which I can enter onto the Freeway 101 or Bryant Street. The 3rd lane (on my right side) has to go on the Freeway 101. There are arrows on each lane and signs on the street showing drivers the correct way to drive.
Teaching classroom rules and procedures will contribute to a safe and secure environment for students. Classroom rules should be the same for everyone, however, like I mentioned above there are exceptions to be made on an individual basis. All interactions within the classroom should be positive. There will be no teasing or harassing of any kind. Respect, trust, and understanding will be the foundation of classroom rules. It is important to keep an open mind and treat each student with fairness, with the hope that in return students will learn to treat each other as equals and with
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.
The rule that was one of the first ones that I encountered being in this classroom was her noise level rule/chart. There was a chart hanging in the very front of the room that enforced and reminded the students of her noise level rule, and she frequently referred to it. This rule was one that the students new well and followed it without a problem, it is also one that I wouldn’t mind using in my own classroom. The rule is that the students have different noise levels that are expected from them, the level they are supposed to be at is given by the teacher after the students are given the rules of an assignment or test. The first level is level 0 it means that there should be absolutely no talking, then there is level 1. Level 1 means that the student can whisper to their neighbor (shoulder buddy) but the person that is sitting across from them shouldn’t hear them nor should the teacher. The next level is level 2, it means that you can quietly talk to your group, this would be used if there was any group work going on, but the tables surrounding you should not be able to hear you. Then there is a level 3, level 3 is the classroom discussion level meaning that anyone in the room can hear what you are saying. I really like this classroom management technique because I personally think that the noise level and talking of students is the hardest classroom management to maintain. She also uses a