Throughout the semester, I was placed in two different schools. My first twenty hours of observation was in the Sturgis Williams Middle School with eighth grade english/reading teacher Beth Johnson. My second set of twenty hours were at Mountain View Elementary School in Spearfish with Kindergarten teacher Laurie Johnson. With my observation classes so far apart in age, I was able to observe the difference in classroom management, planning, and many other aspects of a classroom from both teachers.
Mrs. Johnson (SWMS) meets with her students one-on-one and makes lesson plans based on the results of each student. Keeping learner development in mind, Mrs. Johnson (SWMS) makes assignments for individual students by creating the same assignment but at different levels for the different needs of each student. Her schedule is broken into three
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When in a classroom there are many different types of learners. Mrs. Johnson (SWMS) talks about how delivery is a huge part in teaching her material. Mrs. Johnson uses the “I do, we do, you do” method. Mrs. Johnson also uses different methods such as physical activity and has them moving around the room into different groups. She also uses Visual and Auditory learning. Mrs. Johnson has students that do not like to share their work with the class so she always offers the opportunity to share, but allows them to pass, but when they do share, she always gives positive feedback even if it wasn’t what she was looking for in an answer.
While talking with Mrs. Johnson (Mtn. View) about learning differences in kindergarten, she said that “K-students come in at such varying levels of experience and exposure.” A factor that varies students with different levels of experience is if they have been to preschool or not. And some student have gone to preschool for two or more years. Students who need extra help in certain areas are sometimes put on an IEP, or give them extra reading
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
...ideas and how each one of them will impact our classroom not only as an individual member of our room. Every one had an opportunity to contribute and express their thinking without making fun. By doing this activity the students mastered the activity without conflict and/or put-downs. According to T. Tamara “Teachers who apply psychosocial development in the classrooms create an environment where each child feels appreciated and is comfortable with learning new things and building relationships with peers without fear” (Tamara, 2010).
The IEP drives the placement of what classroom setting the child will be in. Depending on the child’s needs and the extent of services needed factors into the placement...
Overall my classroom observation hours went pretty well, and I focused on trying to receive eight hours in SPED classes, and the other eight in classrooms that participated in inclusion this semester. I wasn 't able to follow through with my plan. I was missing two hours of observation, and with the insane weather it became more difficult to schedule anything in a regular school setting so I turned to daycare. I quickly realized that a normal school was completely different from the daycare I completely my observation hours at.
Early childhood education programs are effective both academically and socially. Children’s first five years are when they build the emotional and social skills needed to succeed in life. Upon entering kindergarten children are expected to know the basics: how to
Teachers observe how the peer leaders grab the attention of the students and how they connect, so they can do a better job on enhancing the learning of the students. As the author, Fiske, says,“‘First, teachers should be encouraged to move beyond describing what they see and experience and to analyzing what is happening in their classrooms. Second, teachers should be encouraged to think about problems from an alternative perspective, particularly their student’.” For example, Mrs. James has students in her classroom that struggle with her Grammar assignments. Mrs. James continues to try and find different and unique ways for her students to actually get her lessons. She encourages her highest grade student to re-teach her lesson on Grammar. As the student, Marissa is re teaching the class this information, Mrs. James goes around the class with the role and her notebook. She’s taking notes of how each student is taking their own notes over the lesson, and she puts them all into categories. The categories are based on what kind of learner the students are: Auditory, Kinesthetic, or Visual learners. Mrs. James creates a whole new plan on how she can get reach her students on a different level for their understanding. Teachers have to learn how to deal with specific students in their classroom. Reading a curriculum and instructions aren’t going to
As a result, they are not receiving the information that is being taught. Factors that influence children’s transition to kindergarten include children’s home environment and the preschool program they attend between preschool and kindergarten (Deyll-Gingold, 2007). Here are some kindergarten expectations students should know before they enter kindergarten: Language and literacy is considered a personal investment for young children. Teachers may have letter links in the children’s writing area where children can write their names at their own discretion. Also, children will be able to sign in on a sign in sheet in the morning when the children enter the classroom.
During my 12-day observation at Magnolia Elementary School I sat on two different grade level meeting, assisted with grading assessments, tutored various levels of students, observed Ms. McDonald and assisted her with reading and math lessons, and taught a social studies lesson to the class. I have truly enjoyed my time at Magnolia and have learned a lot from observing Ms. McDonald teach reading and math. However, there was no real lesson for social studies or science even through it is on her class schedule. Art is taught by _________ and the students go either one or two times a week depending on their resource schedule. Social study lessons are made up of homework sheets that the students do throughout the week. During the time of my observation the students were learning how to read a map and how to read charts with information about the temperature climates of various northern
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).
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.
Attending kindergarten means having more structure in a child’s young life, and they are ready for it after going to preschool. They have learned to socialize, follow simple rules, and stay on a task longer and longer. They are now ready for more intense learning; this is an opportune time for a teacher to harness the mind and still keep the fun and adventure of a kindergartener’s mind going.
When a child is introduced to early childhood education, they can reap many benefits from it. The benefits that a child will encounter when set into an early education program are: they are less likely to be antisocial and repeat a grade, achieve higher levels of achievement, are more likely to graduate from high school, be more prepared to enter school, and have higher IQ’s (CPPP1999). Early education can help a child show their abilities from learning to their parent and teacher, which will help the parent and teacher have positive expectations for the child. In a personal interview with five year old Cochran (2003), she said, “I like showing my mom what I learn.
Observation and assessment are one of the key components in early education. Observation and assessment is implemented to successfully identify the weaknesses and strengths of the students. There are many ways which observation is conducted. Three techniques to observe are event sampling, time sampling, and narrative.
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,