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Reflection about science teaching elementary
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On February 6, 2017 I observed and interview a couple of students in Mrs.Goshay classroom. Highlands Elementary school is located in Hazel Crest, Illinois. Highlands elementary school is from Kindergarten to fifth grade. My host teacher name is Mrs. Nina Goshay. I have been observing and working with Mrs. Goshay classroom for about three weeks. There are twenty-one students in the classroom there are fifteen boys and six girls. Mrs.Goshay has been teaching for twelve years and she teaches all subjects. Mrs. Goshay science time is about thirty to forty-five minutes Monday through Friday. They are just now catching up on Science because Mrs. Goshay just came back a couple of weeks ago from maternity leave. The teacher and students has been working on a Predictions-will it float or will it sink for the past two weeks for Science. …show more content…
. As I did my observation I wanted to see what the teacher was doing on her lesson and how she taught the lesson. As I came into the classroom I introduce myself I told the students who I was and what I would be doing in their class. I explain to them that I will be going in depth in science about Predictions. I ask the students if they can tell me anything about the Predictions project-will it float or will it sink. Majority of the students had prior knowledge about what will sink or what will float. The objects that the students are using are rubber bands, crayon, wooden stick, cotton ball, pencil, and a penny. The purpose of this project is to predict, make, and test what objects will sink or float. In this activity students will determine whether various objects sink or float in
I visited Mrs. Cable’s kindergarten classroom at Conewago elementary school one afternoon and observed a math lesson. Mrs. Cable had an attention-grabbing lesson and did many great things in the thirty minutes I observed her. I have my own personal preferences, just like every teacher, and I do have a few things I would do differently. There are also many ways this observation can be related to the material discussed in First Year Seminar.
Normally allowing students the opportunity to make predictions before experiments helps them to understand the objective of the assignment. According to “Teaching Science to Every Child”, we use what we know to anticipate what’s going to happen, and we find out whether our prediction is correct (Settlage, 2012). Stressing how important it is to make a prediction to my small teacher would better his focus on looking for particular things during the experiment because it would also help him focus on whether or not his prediction is correct or incorrect. Also during my observations at Killian, I can say my small teacher has trouble focusing during assignments, but with my help of explaining assignments and the
Sharon's passion for science made her all the more anxious for her chemistry and marine science classes. Sharon is especially excited to learn about chemical compounds and chemical equations in chemistry. Despite this, the first day of school wasn't one for the books as she knew very few people and was lonely.
I completed my final observation on October 15 at the UTC Children’s Center at Battle Academy. When I arrived to my classroom, the students were on a field trip so I quickly went down to the fire hall on Main Street to meet up with the class. At the fire hall, parents, as well as the two teachers accompanied the students. The students arrived back in their classroom around 11:10, and that is when the parents left. After the field trip the children ate lunch in the cafeteria, had a brief lesson in the classroom, and played outside. The class I observed was preschool, with most children around 3 to 4 years old. All the children seemed to be developing normally. There were 7 boys and 3 girls present in the classroom.
As an educator, I understand that negative impact of not having a highly qualified teacher in every classroom. In the last decade, people have decided not to study education and many educators have left field. Therefore, I believe it is of the upmost importance to identify future educators at an early age. Moreover, this project will have a positive impact on students at Jefferson County High School. As a life-long learner, I believe it is crucial that I set the example for my students. It is my desire to make this a great experience for them and to learn new things as we matriculate through the program.
Several classrooms were observed the James I. Dawson Elementary School in Huntsville, Alabama. This Title I school has approximately 476 students from kindergarten to sixth grade (HCS, 2015). Observation time was divided between three days. One school day was spent with a first grade class, one day in the fifth and six grade rooms, and finally, the third day was spent in with the six grade during a school wide celebration with other classes. Three, full seven and a half hours were spend in various classrooms with many different activities observed.
Catalina was observed during the afternoon in her fifth grade classroom. At the start of the observation, the class, along with Catalina, entered the room. Catalina walked up to the observer and said, “are you the substitute for Ms. Taylor?” She then took a seat at her desk that was arranged in a group with approximately three other classmates. Mrs. Carter, Catalina’s fifth grade teacher, asked the students to get out their snacks as she began a math review. Catalina pulled out a snack out of her desk and showed it to a student seated in front her before she ate it. While Mrs. Carter read math answers to the class, Catalina appeared to check her answers, as she wrote on her math sheet. When Mrs. Carter asked the students if they had any questions,
For our Science fair, we had to come up with our own science hypothesis and project. The 6-8th graders had to do all of this and also present this to the judges who were also scientists and to your class. For my project it was based on loud music and your heart rate. My hypothesis was, if I had a group of people who listen to loud pop, jazz and rock, then their heart rate will increase. I had a lot of fun doing this project and also presenting it to my classmates. It was also fun presenting it to the science fair judges. They had suggested me some things to also try or to change the experiment a little bit. The Science Fair had taken place at our St. Lucy's gym and annex.
Van de Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
I have learned several valuable things from this project experience. First, it’s okay to not know how to do something right away. Ask, observe and experiment. Doing so will greatly enhance my ability to do it correctly and continue to learn. Second, I learned that this can be an experience in frustration if I always try to not make waves. Sometimes waves need to be made to better the project. And third, watch for similar frustrations with my students and intervene before it gets too serious.
5. How did your lesson plan and instruction change over time to consider your student’s language and home culture? How have you ensured that you have made science learning accessible and relevant to
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school
In conclusion, Mrs. Doe displayed how she uses classroom management and reciprocal teaching as well as group activities to allow children to learn from each other and become models for each other that Vygotsky believed was important for learning. Structure is important to her, but she is also able to keep it fun as well. She said “you joke, laugh, talk, read and do the math.” But more than that, her passion keeps her motivated and her sense of self-efficacy is obvious to me and her students will see it too.
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
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,