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Experience gained from classroom observation
My experience in classroom observation
School observation experience
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Recommended: Experience gained from classroom observation
After being asked to complete three observations of different classrooms as an assignment for my teaching internship, I chose to observe a second-grade classroom, a third-grade classroom, and a 1st. grade classroom that differed from the one I am currently completing my internship in. Through this experience, I had the opportunity to observe two different math lessons and a phonics lesson, respectively. Through this process, I gained some insight into how other teachers lead and instruct their class, found similarities to the room I am currently in, and made new discoveries on how best to lead a room full of students.
In the first room, I observed I witnessed a second-grade classroom that was completing their silent reading time, AR tests,
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I made note that I heard the exact same strategy for math “read, draw, write” that is being taught right now in my 1st-grade classroom and I really appreciated this. The class did very well with independent work and the room seemed quite controlled and quiet while students were working. It was evident that the teacher had very good control of her class. I can visually see the teacher is working towards getting her students to be more indecently work driven, but I loved that when a student needed help she got right down to their level! Overall there was great classroom management, the kids did very well with doing what was asked, the kids were very respectful, and I never heard the teacher raise her voice to the students like so many do. Lastly, on a more interesting note, the teacher had a therapy dog in the room, who she is in the process of training. This is nothing really related to the instruction but was just something neat that I saw. I will say that the dog did not appear to be a distraction to the students at the time I was in the …show more content…
I also appreciated observing this teacher because she is only a 3rd-year teacher. As soon as I entered the room I could tell how the teacher was very much a high-energy teacher. She is so sweet and it is clear how much she loves teaching and loves her students. I really enjoyed looking around her room and seeing how the desks were into groups and everything was labeled. The room is much like I picture my own room one day. Another thing that struck me right away was how much student-work was posted up right in the classroom, aside from just being out in the hallway. This is something I hope to do as well and think is very important for the students to easily see their own work on display. I also really enjoyed seeing a few different seating areas and a few decorative rugs to help the room feel warm and inviting to students. While I was in the room the teacher seemed to have very good control of her class, and the students, for the most part, were quiet and engaged with the
What were your reactions? The teacher cares about the emotional well-being of her students. Several students have learning disabilities and she makes accommodations for them. For example, students that are diagnosed with ADHD have preferential seating. Students that have sensory needs are situated in the periphery of the room so that they
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.
The intention of this written essay is to demonstrate an understanding of my views on reflection and the issues surrounding reflective practice. It is based on nursing skills that I used during my practice placement, most importantly reflecting on the professional value of privacy and dignity.
To begin, my observation was at Webster Elementary School, a school placed in the city surrounded by houses and other schools. The specific classroom I am observing is full of Kindergarten students who seem to very advanced than I had imagined. The classroom walls are brick and white, but the classroom teacher Mrs. O'Brien does an amazing job keeping the space use for both an upbeat and educational vibe, especially for environmental print. Everywhere you look there are educational posters, numbers, and mental state vocabulary words, as well as, students completed work. To add, students sit in medium sized tables with 4-6 other students when they aren’t having whole group instruction on either
When I use to go into classrooms I was more of an observer and just blended in, but now I am starting to see myself with authority in the classroom. This experience also teaches me about the major difference that just a single grade can make. While working in the kindergarten classroom we are focusing on learning the alphabet, but in the first grade classroom we are reading books that have multiple sentences on a page. Therefore, as I continue on in this program I will understand how to best use what I am being taught to help those that I am teaching. As for my personal teaching philosophies I am learning how I want to make sure I get across to all of my students. In my elementary school, students who were struggling, including myself, were pulled out of the classroom to receive the help they need, but now I see how the idea of an inclusive classroom can be so much more beneficial. Keeping all of the students in one classroom and fitting the lesson plans to fit them all will allow the students to flourish with all different types of learners. In conclusion, I feel that this experience is better preparing me to become a teacher because it is exposing me to an actual classroom instead of just reading about
The day I walked into the sixth grade classroom at County Elementary, for my very first job of Substitute Teaching, I was nervous and wondered to myself, “How am I going to teach this group of kids?” Rows of desks all facing the front was the only thing that seemed familiar to me. So with a deep breath, lesson plans in hand, I pressed on. The day consisted of me lecturing and the students infrequently responding. For years the prevailing thoughts on classroom setup have been what I call a teacher centered approach to learning. This involves the teacher at the front of a classroom giving a lecture, and expecting the student to regurgitate it later on a test. Sound familiar? Teacher centered classrooms were the norm for many of us. The problem with this approach to learning is not all students learn in a lecture focused setup. Many people need to have the material presented in different ways; this allows them time to processes, and really understand the material. I am going to show you how taking into account multiple intelligences, and using different teaching approaches, other than the traditional teacher centered approach,
I learned a lot from observing Mrs. Smith’s kindergarten class about teaching and interactions between students and teachers, as well. I was excited to see what we were learning in our own class being applied to the children in her kindergarten class. I look forward to being able to apply what I have learned to my own classroom.
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.
My learning experience throughout grade school was cast in the Traditional method, employing rote, reward-and-punishment, and repetition, repetition, repetition. It was a one-size-fits-all approach, intended to instill good behavior as much as to instruct in the rudiments of reading, writing and arithmetic. We were not encouraged to participate in the process, unless, of course, we raised our hands, and were called upon to do so, and we were not to talk out of turn. We were to be passive and receptive. This was the “right” way to learn. It is a testimony to the great, unstoppable capacity of the brain to grow that many of us learned anything at all under those circumstances.
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.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
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.
Observation, combined with anecdotal records, is essential, especially in the early grades. By observing and keeping track of these observations, teachers are able to tell a lot about their students. For example, they can see how they interact socially with other peers as well as how well they carry out a given task. I am inclined to be an early elementary teacher, in grades K-3. The first years of school are my ideal age group. The early childhood stage is a time when children develop the most. They are developi...
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.