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Effects of technology on the classroom
Effects of technology on the classroom
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For my second observation I was assigned Mrs. Megan McKee’s 1st grade class. Her class was very warm and welcoming. She is an amazing teacher that shows her kids that she truly cares for them and their education. She shows this love through her student-teacher interactions. An example of these interactions are when a student had a question about their math work she immediately stopped what she was doing and helped explain the work step by step although she has already done this multiple times. Another example I noticed was when a student accidently tripped over another student’s chair leg she easily calmed her down and took care of her. One method of teaching Mrs. McKee used was interaction stations. The students had 6 different stations that they would have a set amount of time at and then they would rotate when their time was through. The stations included coloring, shapes, math, online learning, tablet learning, and word work. …show more content…
These activities were both enjoyable and teaching the kids different skills which is good to have in a classroom. In the word work station, kids got very excited when they completed their word puzzle and they would even tell Mrs. McKee to go look at what they did. The transition between stations was very smooth due to them doing these stations before and the use of a timer on the board. While I was there the students did not have any paperwork to turn in so I am not sure how they do that, but I did notice Mrs. McKee stored all of the kids work in a filing cabinet so that their work was easy to
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.
I think the concept of Kobod’s box was a good idea, but adjustments would have to be made in order to make sure everyone could participate. I think doing random acts of kindness helps students learn about subjects that can tie into school, as well as real life situations. I liked that Torey used cooking as a way to teach the students about reading and math, as many recipes feature both. I also think cooking activities can be more fun for students as they are hands on. I also liked Torey’s use of imagination to transport the children to oceans or the wilderness. I believe this activity sparks creativity in children and would be a good technique to teach them about adjectives and imagery. My favorite of Hayden’s techniques and the one I would implement is the of traffic lights to signal a student’s behavior for the day. I have seen this technique used in many classrooms I have observed and it is a good visual way to keep student’s behavior in
In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)...
Spending time in a classroom can have a way of opening your eyes to parts of the education system that some never considered questioning. I found myself lucky enough to be able to experience time at Cannella Elementary school and Claywell Elementary school which are both located in Tampa. During my time observing I was able to see and discuss the roles of a teacher and how at times they can be limited. I was also able to witness that retention, an age old practice, is still exercised used in schools today. The time I spent in these classrooms have opened my eyes to some new things. I hope to take these experiences and use them to better myself as a teacher.
What separates a good teacher from a great Teacher? “First and foremost a teacher must love working with children. No matter how well you teach, there is always room for Improvement ” (Killen,2009.p.100) .In this Essay I hope to show some of the key attributes, that I consider essential to becoming an effective early childhood teacher. Those key aspects are communication, building lasting relationships, engaging students effectively in the learning process, and encouraging and appreciating diversity in the classroom.
...ave found that if I allow the children to move at their own pace that our day goes smoothly. There are days that we may not get to a planned activity but we are always learning and growing daily. As the facilitator of the group my job is to show students where to look but not what to see (Alexandra K.Trenfor).
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
From my observations week by week I have noticed the teacher differentiates learning to help her students engage using their personal interest and attitudes towards school. For example one of the students Darian is not asked to sit on the rug like the rest of the students as he is more focused when he is sitting in a desk rather than on the rug. Because Ms. Diaz has had this specific student for the second year she understands that he functions better in his seat than he does on the rug. I also realized the teacher sets goals for her students giving them the sense of feelings that they have control over their learning and what is being taught in their classrooms. Because Ms. Diaz is a big supporter on peers helping one another, the students
Getting to know my students has been beneficial in creating a positive environment. In doing so, I use many tasks that relate to my students (clip 2). The first day I met my students, we did an activity on getting to know each other. I found out that many of them ride the bus and the trolley or have ridden the trolley. This is why I chose this kind of task that relates to something they do on a daily basis. Before the start of clip 2, we spend time discussing the railroad sign (instructional material 2.1) and talked about experiences riding the trolley. This got students engaged in the learning task and provided a sense of relatedness amongst each other. Throughout my lessons I provide positive feedback, many times by telling them what a good job they are doing. By using praise to motivate my students establishes mutual respect. As you will see in both clips, I walk around the room checking on each group and certain individuals. For example, in clip 1 at minute 7:15, I check up on a student that likes to work by himself and does not ask for
I have found that the students have a large impact on how much teachers appreciate the art of teaching. To this day, I still enjoy being in a classroom knowing that the instructor enjoys what they are doing and how they are doing it. My former kids from my past job at the day care loved when I was running the summe...
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
As a multiple eclectic teacher (Child Development, foods classes, teen life, interior design ,etc) in classes that pose more social/real life problems, this partially falls true in her case with the curriculum in a sense that she 's teaching real world problem-solving. Vs standard core classes. The relationship between Ms. Farinacci and her students is positive. All the students feel comfortable around her- I think her younger age plays a role because the students feel a sense of relatability with her. I know from first hand experience, that shes a personable teacher, you don 't feel intimidated or scared to ask questions but rather a welcoming feeling. Since its student-centered class, the students also feel as an equal to her vs. the teacher giving an authority like lettuce class and I think that 's important because that helps to build connects with students. I think as a future teacher, it 's great to see how the relationships progress. However, because it 's a student-centered class, the students have a lot of freedom. I think some students began to abuse that power, in terms of not being as productive, and not listening well because they view her as more a friend then a teacher. It concerns me because even though it 's a fun elective class, students aren 't taking the class as serious as compared to a core
This semester, I had opportunity to observe a first grade classroom for my Intro to Teaching class. During my observations, I saw how the teacher instilled qualities such as patience into to her students. When one of the younger, students began to display aggressive impatient qualities such as shoving to get to the front of the line, the teacher taught self-restraint by rewarding the child when he displayed this virtuous quality. At that moment, I learned that a teacher is responsible for much more than just teaching the subjects in their lesson play, but is responsible for ensuring their students become responsible, kind, and honest
“A teacher takes a hand, opens a mind, and touches a heart.” This quote is something I always remind myself before starting my day. Teaching is not only about teaching a new sight word, the states and capitals, or division. It is so much more than that. These minds that we are teaching need to know that we are touching their heart and that we want them to feel safe and loved when they step into our classroom. I tried my absolute best to show these to each of my students.
My classes' abilities range from high to very low. The highest of my students can read, speak in full descriptive sentences, respond creatively, and appropriately to thought provoking questions. Whereas, my lowest students know only a couple letters of the alphabet, have difficulty coming up with meaningful sentences and often answer questions with statements that have no bearing on the subject matter. My biggest challenge when planning for this period of instruction was to find a way to actively involve all of my students and offer success for everyone, regardless of skill level. I decided to have stations where 4 students, at a time, would be engaged in stimulating activities and where there would be very little "wait"...