Reflection Of Conversation Verbatim In The Classroom

Selective Verbatim In reflection of the observations done with this technique, I found this to the technique that left me wanting more from the classroom experience. Based on the two observations I completed, both teachers used questioning techniques to draw students into the class but also increase participation. The first observation that I did was in a 9th grade civics class. I focused my attention, as the technique states, on the teacher and student talk during the time I spent in the class. For the most part the teacher spent a majority of the time presenting information in a lecture style, but checked for participation and understandings of certain topics periodically. The teacher responded to student questions and statements in a timely manner and repeated directions when necessary. The issue I found with this technique is that I spent most of time worried about catching actual pieces of conversation verbatim and not actually paying attention to the class itself. I missed the subtle cues and interactions because I was busy writing things down. I would use this technique for this classroom but in moderation, if an instance presented itself.

The class was English and students were still preparing for the new school year. The teacher spent some time continuing to get to know her students, which often led to wordy and time consuming answers by students. However, in the end, this could build a stronger relationship between teachers and students. In this observation, I found this technique beneficial and in the post-observation, I noted that asking the students “What is the lesson we’re learning?” led to a stronger connection to students and the goal and objectives of the