Despite the mostly white class, most of his interactions were with the other two Hispanic boys in class. When approached, he acted more confused than I think he actually was. I simply rose my eyebrows at him and then proceeded to ask him to complete a problem to show me that he understood the content.
After multiple prods, he complied. His English is quite good, for the record. From the kids I interacted with 1-on-1 in advisory or in the halls, it seemed that the kids were fairly different in class and out of class. Part of this effect was whether or not they had friends in the class — the same quiet kids were much more social when they were with their friends in another context. Culture played a huge role with many of the Hispanic boys in classes. None of them worked in class, took notes, or worked on homework problems.
There seemed to be a collective persona that needed to be upheld of being too cool for school. Hispanic girls were far more likely to do their work and pay attention in class.
His clothes looked old and he wore the same shirt a couple times in my short observation. Wealthier kids were significantly more social across the wide class group. Poorer students tended to be quiet or only social with a small friend group. They were also more socially engaged with the teacher and appeared to pay attention or be disruptive, but not quietly zone out like the poorer students.
From handing back tests in the lower math classes, academic achievement was more likely to be high with wealthier students, but there were students failing from all groups. Kids clearly grouped off by socio-economic lines in many cases. The lunch room was particularly concerning — black students had their own table, as did the Muslim girls. Asian boys and also broke off into their own group.
The others were mixed in with dominantly white student tables. In class, the Hispanic boys and Muslim girls were distinct groups. Kids with nicer clothes all chatted with each other during work time. Interest and engagement was most likely negatively affected by student culture amongst the Hispanic boys. The lower math classes had almost no Asians, as they were all in the advanced classes.
Understand the principles of effective classroom management and develop a range of strategies to promote positive relationships, cooperation, and positive, productive learning environment. The desks were arranged in rows with pairs of rows pushed together. Students all sit next to exactly one person and have neighbors nearby.
During work time, students rearrange desks. The whiteboard is not accessible and is only used for logistical things. If something inappropriate is happening, he will ask you to stop. If it continues, the intervention becomes stronger until a private meeting is necessary.
Further action is taken from there if the problem continues. These seemed to be no long list of rules anywhere. He smiled a lot in class and kept the mood upbeat. He also joked with students in order to grab their attention. His strongest weapon against misbehavior was a stare and raising of the eyebrows. The teacher spoke quietly in class, loud enough to be heard, but never over the top of people.
He was a laid back manager, but he expected respect from the students and held them accountable for their actions. He had few rules but gave students clear feedback when something inappropriate occurred. Classroom management was based on a purposeful room layout, a clear set of routines, and an enforced set of common sense rules. The room was setup into pairs facing forward.
This showed students that they needed to pay attention up front, but had a buddy to help them. The flexibility to move around during work time was a privilege used to work collaboratively and be social at an appropriate volume. The love and logic poster on the wall made clear to students what would happen if rules were broken. Procedures made class start and end efficiently, without any wasted time.
At the start of class, students all knew exactly what to do and simply executed on it. When I was told about the procedures and used them, the class ran itself at the start and end, usually the hardest part. The teacher manager followed a consistent set of rules and procedures. When students were out of line with these, he gently let them know. He was patient, fun, and ready to engage students from wherever they were.
What is the role of the subject matter in student learning? I agree with his observations, but I feel that there must be a way to directly address the attitude towards math and approach to doing it. Real world math is very open-ended, social, and is rooted in a variety of professions. I think math needs to be sold as a valuable skill for each person as an explicit goal of the class.
Understand and identify different approaches to learning and performance e. However, this should only come up in mini-lesson as needed. I think this would do a better job addressing multiple interests and skill levels. Use student thinking, experiences, and strengths as a basis for growth and their errors as an opportunity for learning. Student applies the new technique to one problem but not another that needs it but looks different. When a student makes a mistake, it is a chance to clarify why they used the wrong technique.
When facilitated by the teacher, this discussion can end by generalizing when and when not to use a technique. Create learning environments which foster self-esteem and positive interpersonal relations among all students.
Collaboration — the group can be collectively right or wrong, but people who make mistakes in the small group are not chastised and are quickly corrected. Targeted feedback — even when students get a problem wrong, when you show them that only one specific step was wrong, they can correct it and come to the right answer.
This had a large effect on self-esteem. Helping the person at the overhead — when a person is doing an example in the front of the class and gets stuck, other students will offer help in a supportive manner. Many are glad they are not at the front of the room and are happy to help.
The kids who volunteer to go up rarely know all the steps they will need. In general, group work on math problems is a safe social space to interact around both math content and social chatting. Students need to have opportunities to work together and independently with high levels of feedback. However, being wrong the next day can be very depressing for some students. When you compare this to video games, which kids love, this makes sense — games let kids make tons of mistakes, but the feedback is instantaneous.
A wrong move means losing points, getting shot, or changing the background music all non-threatening, instantaneous feedback. What is the importance of exhibiting professional and ethical behavior in a school setting? You need to be professional at all times because they want to look up to you. They often mimic you. The kids noticed things about my clothes, my Mountain Dew, my binder, and more.
Collectively, they really do see everything. You can never screw up without a repercussion of some kind, but if you do make a mistake, you need to quickly fix the situation and admit to screwing up. Andy Pethan's Education Portfolio. Grand Challenge Scholars Program. Reflection and Professional Development.
Collaboration, Ethics, and Relationships. Approach I personally have been most motivated in a project-based curriculum. Management In order to have an active, differentiated classroom, basic management procedures would need to be followed on a daily basis. Asian-American, average body type Cognitive: Hispanic, tall, mature for age Cognitive: Homework tally a space on the whiteboard where students indicated problems they got wrong and want to go over at the start of class Overhead projector setup with homework answers from previous day.
Problems assigned each day of the week written in the same place each day on the board. Students go to their seats and quietly correct their work. My strengths include being very determined, goal driven, hard working, learning, good people skills and motivating others.
I will use these strengths to the best of my ability when I have my own class in the future. I want to continue with my teaching and learning process and obtain my teaching certificate in the near future.
After observing this semester, I realized that I would like to work with 5th grade students because I think I would respond better to them. These observations were very interesting and helped me better appreciate the teaching profession. Classroom Observation Reflective Summary. Accessed September 14, We will write a custom essay sample on Classroom Observation Reflective Summary specifically for you. Leave your email and we will send you an example after 24 hours If you contact us after hours, we'll get back to you in 24 hours or less.
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Classroom Observation and Reflection Paper MTE/ The Art of Science and Teaching Regis Lawrence For my classroom observation I had the opportunity of sitting in on a first grade regular education classroom. Listed below are the following that relates to the teacher’s classroom design.
Reflection #3 – Classroom Observations I have been shadowing in Ms. Elizabeth Linville’s second grade class at Speas Elementary School. There are twenty students in the class. On the first day that I was observing, Ms. Wooten was an aide and seemed to help the class as a whole by wandering around and helping with the spelling of words 67%(6).
Classroom Observation and Reflection Paper Diana Sanamyan MTE / February 13, Dr. David Bolton Classroom Observation and Reflection Paper I observed Ms. Shakhramanyan’s kindergarten class at John Marshal Elementary in Glendale, CA/5(1). Classroom Observation and Reflection Paper MTE/ The Art of Science and Teaching Regis Lawrence For my classroom observation I had the opportunity of sitting in on a first grade regular education classroom.
Throughout my class lectures and discussions in many of my classes, I recall one of my professors accenting the fact that teachers need to be flexible in their schedule and need to conform to the changes that are associated with the career. Reflective Essay on Classroom Observations by Terri S. Dudley, M.S. Ed. Schools of today hold a variety of challenges. First and foremost, schools should be learning communities where teacher improvement comes from a plethora of sources.