This Spring 2017 semester, I get to do student teaching at Jack and Sharon Rhoads Elementary. Rhoads is a public elementary school in Kay, TX, in the Katy Independent School District. There are 1,128 students enrolled in grades PK to 5th. It is the 43rd largest public school in Texas. In 1st grade, there are about 150 students. The 1st grade classroom that I am observing has an average of 20 students and is very diverse because it supports a large variety group of children. There are students that are learning in different ways such as at an advanced level, an average level, and some that would need in-class support.…
Our last observation this semester was with Rachel Pollard at Hartwood Elementary School. This school includes grades K-5. Mrs. Pollard is in a very unique situation, because she sees each of her classes for forty minutes twice a week. Since she has twice as much time with her students as compared to most other music teachers, her students are able to advance quickly with their musical skills. This benefit was very obvious through my observations. Mrs. Pollard’s lessons were well thought-out and she had clear objectives in mind for each activity. Everything she did served a purpose, including singing a song to move the students into a new seating arrangement and her “point checks” at the beginning of class.…
This classroom has three teachers; a lead teacher, an assistant teacher and a teacher aide that work together to teach a classroom of fourteen children. The ratio of children for one teacher is eight. Having the classroom organized and ready with age appropriate material before children come in for the day helps in keeping the children engaged and learning at the same time which in turn helps with the behavior issues. That will in turn provide a more positive learning environment for…
Blue made sure to see that the students were receiving positive feedback. When each of the students entered the room, they retrieved their binders and all sat down quietly. Each of the students were very respectful to each other in that whenever someone raised their hand to speak, they were the only ones who spoke. There was no character development program or a posted set of rules displayed in her classroom. In her classroom she did the majority of the talking while the students listened and answered her questions. In the high school classroom, there was quite a bit of talking and disruption among the students in the beginning. There were many students who were up and walking around while he was discussing the homework. There was no character development in the classroom. Mr. G didn’t seem tell really be listening to his students, one student had to repeat his question three times. Each teacher provided a way to show respect and understanding to their students, and then the other showed a class room that didn’t have much respect for each…
I have conducted my field of experience at Westside Elementary School, second and third grade classroom. The third grade class consists of 20 students. The teacher does not have any aide even though she needs some assistance, because two of her students are falling behind. The sad part about this is that the students have not being diagnosed yet, but they are having a lot of difficulties. The teacher mentioned that by fourth or fifth grade those two students will need to be placed in a special education classroom. The students both have a concentration problem and it causes them to struggle with reading, writing, math, listening, and speaking. The teacher asked me to focus on and help these two students, while observing the rest of the class. On my second day, I went to Mrs. Bellamy’s Classroom; a second grade teacher. In this paper I am detonating the two different teaching styles that I observed, and the way the student are responding.…
I observed Mrs. Collier’s first grade class at J.B. Hunt elementary on Thursday September 13, 2015. The classroom had a great climate and was decorated nicely. She had bright posters hanging on the wall as well as many colorful boxes, curtains, and chairs around the room. The desks were set up in one giant “U” with Mrs. Collier sitting in the middle. It was a great set up for the kids because they could easily see her and she could easily see them. The dynamics in the classroom seemed great because she connected well with each student and was interested in what they had to say. The students behavior seemed very respectful towards her and they listened when she asked them to do something. Mrs. Collier’s equity between her and her students was…
Not only learning will occur, social interactions, friendships and other encounters among the teacher and students will transpire daily. The classroom environment also maps out emotions, thinking, behaviors, and qualities which will effect these preschooler’s lives forever. The classroom can either be a negative or positive environment. This all relies on the teacher’s shoulders.…
There are several students with learning disabilities as well as English Language Learners. The teacher uses handouts with the moon phases already in order for those students who have learning disabilities. She also has a bilingual aid that helps her with ELL students, since I was observing and I am bilingual, the teacher asked if I could help the student by interpreting what needed to be done on the worksheet. I must admit, it was a wonderful experience. Although I needed to observe a lesson plan being taught, I was fortunate enough to actually get to work with students. I believe that with everything this teacher integrated into her science class, the unit was successful. The teacher provided many hands-on and group assignments which students really enjoyed and there was much encouragement and participation from both the teacher and students. It is amazing how students encourage one…
N comforted her new friend she, asked him questions and found out what interested him. He really liked trains, so she engaged with him through play. While in the classroom, I was able to observe her engaging with all her students. She tried to engage with each of her students, showing interest in their pretend world. While asking questions and sometimes assisting in problem solving. Overall Mrs. N classroom produced an impressive social-emotional classroom atmosphere.…
There were two Caucasian students, seven African-American students, and six Mexican students. Mrs. Brodie was the teacher and Ms. Johnson was the teacher assistant. The classroom was large and there was plenty of space for the children to move about. The classroom structure was very similar to that of the 3-year-old classroom that I observed in my first field observation. There was also a carpet on the floor for circle time and the classroom was divided up into centers as well. The centers were clearly labeled. Some of the centers included reading, art, science, manipulatives, and blocks. As I stated before it was very similar to the 3-year-old classroom set-up. The classroom was filled with print and there were many different aspects of cultural references which included posters in the Spanish language and books that represented the different diversity of all of the students. The classroom was like the 3-year-old classroom amplified. I am thinking that maybe because the school is state funded that it why they do have so many more materials than a regular preschool classroom. The science area even had a telescope in the center. The children knew what it was and what it was used…
The first hour and a half I spent observing Mrs. Ballardo kindergarten classroom. The type of lesson that I am observing is Math Cooperative groups and the objective that is being worked on in this lesson is that the students can show that they know the numbers by counting dots on a die. When walking into the classroom I immediately felt like this was a class that promoted learning. It felt so welcoming, and the mood of the children were great they were all sitting on the rug and ready to learn. The classroom is arranged with the five tables. When you first walk into the classroom there are two…
On November 20, 2012, our Early Childhood Education level 2 class, attended Delmae Elementary school to present our senior projects to the 3rd grade class. When the students begin to pile into the cafeteria they seemed very curious about what was in store for them. The teachers had the students separated with a color ranging from red, blue, and yellow. As the kids gathered around my station, I was a bit nervous, but as they sat…
The classroom environment which I am student teaching is in a general education fifth grade class. There are 26 students ranging in ages 10-11 years old. There are four students with Individualized Education Plans and six students who are English Language Learners. The school day begins at 8:15 AM and end at 2:45 PM, Monday thru Thursday and 8:15 AM to 1:30 PM on Friday.…
When I had first volunteered at a preparatory school as a teacher’s assistant, I was thrilled and excited. I enjoyed working with children and I admit, was slightly disillusioned with expectations that the children would be dutiful and effortless to watch over. Unfortunately, all my prior imaginations crashed the second I entered the classroom. Everywhere I saw, it was pure chaos. I dodged a flying crayon as I saw children running around throwing paper airplanes, balls, while others just stared at their iPads, focused on the latest game. Not a single one of them even listened to me or glanced at me as I tried to yell over the loud chatter.…
Travis Kaelin ELED 345 February 28th 2009 Contextual Factors School and District: Reward School 52 classrooms 950 + students Title 1 School 1 computer lab Motto—“We Find Success In Each One, Some Way, Everyday!” Multiple buildings Classroom: 5 tables 5—6 student at each table 5 computers Word, science, and math walls In class storage room Ceiling projector Fish tank Students: 2nd Grade Ages 7—8 years old 9 boys 12 girls Learning style according to teacher is “hands on” auditory and visual. 3 ESL students 1 New student Observation—2 students needed one on one time to stay motivated to keep up with in class work. The teacher had me use proximity and direct encouragement to facilitate motivation. Implications: The high expectations of the school and district would motivate me as a teacher to work as hard as possible to help the student meet those goals. I would use the Title 1 assistance to my classes’ advantage as much as possible through Title 1 teachers who assist in my class. I would also use the ESL student’s culture for an opportunity to introduce multicultural enrichment to the class. The storage room would be invaluable for storing material for hands on work and experiments. Learning styles would be pragmatically addressed through a multitude of strategies. There was a draw back to the location of the classroom. The building the classroom was in did not have a restroom or water fountain. The students had to leave that building and go to another building for restroom breaks. During the winter this meant that students had to be bundled into their coats and…