The idea of working one on one with a student had me feeling nervous and excited all at the same time. Even though I was assigned to only one student in the classroom, I wanted to make sure that I was able to spend time with all of the students in the classroom. This way I would be able to see a variety of student behavior and student learning. The classroom I observed this quarter was a kindergarten class with 18 students, six of those students had severe behavioral issues. The students with behavior issues received a lot of attention from the teacher and other adults in the classroom. My learning partner, let’s call him K, was assigned to me because my cooperating teacher thought that it would be good for him to get more attention. I was able to spend a lot of time with K in the classroom, at lunch and during recess. In this paper I will talk about my observations of my learning partner, support strategy and …show more content…
When I first came into this classroom, I was terrified. I had always heard horror stories about kindergarten and how it takes a special person to take on the responsibility to teach this grade. To tell you the truth, after going through what I went through with this class, I really enjoyed being in a kindergarten class and I can see myself being a kindergarten teacher. I have much more patience for this grade level than I had thought previously. Then having the opportunity to work and observe a student one on one reaffirmed my passion for helping students, which made me very sad to know that I wouldn’t be coming back every Tuesday to help out or that I wouldn’t be there to tie K’s shoes when they became untied after him running around. Some questions I have after collecting all of this information about my LP are mostly about how connections to behavioral issues in low income areas and how we help those students to succeed. I’d like to work in a low income
As children growing up, we tend to imitate and aspire to be like the people we look up to. Looking back at my childhood, my passion for teaching and working with children comes as no surprise. When I was in 5th grade a young boy my age was as others stated to be "different." Teaching him, reading to him on the bus, and just always wanting to get to know him made me realize how much I would like to do this professionally. Seeing how the grown ups interacted, and was so effective with children really amused me. I had been surrounded by children my whole life, and as I got older, I would try my best to lend a hand and help all the other children that has disablities. After my first experience in a school, I grew fond of working with students in a classroom setting. I began looking up teacher development workshops, and graduate courses to expand my knowledge about what possibly would happen if I went into the special education feild, in order to support and apply while teaching at the time. After becoming familiar with the different realms of education I became aware of a few things. I ...
During this assignment, I needed to observe infant/toddler from birth to 36 months. The observation was for 30 minutes while the infants interact with the world. While the observation, I created a running record observation to keep track of the developmental domains. The observation took place in the ECE classroom. There were three children which were Charlotte, Loui, and Benjamin. They were placed in the center of the class where there was different kinds of toys. During the observation, Charlotte and Loui were interacting with one another. However, Benjamin wasn’t interacting at all. Loui interacted with classmates and went outside the circle to get some toys.
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
Back in my teenage days, I was once told by my teacher saying that “I believe no one can teach you how to act, but schools do give you an environment to make mistakes, to learn techniques and to learn professionalism”. Looking back at those words really gave me the inspiration to become a professional teacher in the kindergarten to teach, to learn new things, gaining new experiences and knowledge as well as being a professional. Although, there are few challenges that I have been struggled but those words make me works harder every day to make a big achievement and to show that I am able to achieve it. Becoming a professional early childhood educator may not be an easy job to me, but I am willing to try my best by not letting them down and
Elementary School teacher, a professional educator for grades k-5, is a career I wish to pursue because I want to teach children the building blocks of education, love the energy and excitement that younger children give off, and want to be able to help children with special challenges. I have wanted to be an elementary school teacher for about three years now, I knew I wanted to pursue this occupation because there are many benefits to being an educator, and have always worked with children well. Some challenges are I will have to get a bachelor 's degree and have to complete a state licensing exam (“preparation 1”)
Many individuals, teachers or not, only do what they are asked or expected to do. However, going above and beyond and being able to have greater influence on a child’s life is my goal. I know I will love my job and in this position, children and families will be going through difficult and not normative life events. It is essential to extend further assistance to make each individual feel important. Being someone who can help families understand and make their lives a little bit easier by providing support and encouraging optimal development, I can hopefully make a meaningful impact on a child and/or family. The child and family satisfaction would bring happiness in itself and be worth more than
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
I observed Mrs. Linscott’s classroom with three year olds at the East Lansing Child Development Laboratory. Along with the children, there were a few adults to help in the class. I focused on seven main things while observing the children. First, I focused on one child for 15 minutes and took note of their motor, language, and social development. The second thing I observed was how the adults in the classroom interacted with the children. Third, I payed attention to the children’s emotional development. Next, I took notes on the children’s communication and language skills. I also observed the children’s behavior from a Piagetian perspective. Then, I observed how the children’s learning could be shaped by the interactions with the adults.
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,
Overall, students learn best by having a support team (principal, teacher, psychologist, speech therapist, occupational therapist,
One of the areas I felt I needed the most professional growth in and so the focus of my Professional Development Plan (PDP) is effective classroom management techniques, particularly in the area of behavior management. I feel I struggled in the beginning of my practicum with maintaining student attention and managing behaviors. As an effort to improve I sat down with my Cooperating Teacher (CT) and discussed different techniques and options that could help.
Educators must have the understanding of the single student and his or her behaviors, so that when they are in pairs for assignments a positive, active learning environment will be created.
We spoke about the children in the classroom who have personalities and learning styles that are unique to them. Building a relationship with each child, gives her the opportunity to gain the necessary knowledge to create lesson plans that are relatable to their personalities and learning styles. Her association with the children impacts their feelings of safety and security which relates to their ability to interact and learn in the classroom. Another advantage my cooperating teacher spoke about is the fact she has known many of the children since they were babies. She has witnessed them grow, develop personalities, and learning
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,
Through classroom observation I was exposed to the different methods of teaching a lesson. The methods of teaching depends on how will the teacher execute the lesson well. I learned that modern learners today needs both modern and traditional way of teaching as for them to fully learned the lesson in a meaningful way.