There are around 2‚700 students that are enrolled in the school. This is very different from my high school because there were only about 1000 students enrolled. When I first arrived at in my classroom‚ I was greeted by my cooperating teacher Mrs. Ledford. She introduced me to herself and then to the classroom. the students were in the middle of working on an assignment‚ so I was only introduced my name. Mrs. Ledford then took me to her desk and gave me the standards for the class‚ so I could see how
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Special Needs Patients with Post Traumatic Stress Disorder Post-Traumatic Stress Disorder (PTSD) is a type of anxiety disorder. PTSD is a serious condition that can develop when a person has experienced or witnessed a traumatic or terrifying event in which serious physical harm occurred or was threatened. Usually the body is able to recover to normal levels of hormones and chemicals the body releases due to the stress. But with a person with PTSD the body keeps releasing the stress hormones and
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On Thursday morning‚ I returned to Mrs. Flinn’s fourth grade classroom. I observed from 8:00 to 9:30. During this time‚ the students went through their morning routine‚ worked on some language arts worksheets‚ and completed a math lesson on fractions. Descriptive Praise: Today‚ Mrs. Flinn continued to give great descriptive praise. As students were working through their language arts and math booklets‚ she would always tell students exactly what was going well. She went further than just saying
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The pupils in the second grade classroom that I observed were very perceptive. They are very attentive to the teacher and her movement around the classroom. Students remain seated in their chairs‚ except for one specific boy who frequently stood up and walk to the teacher or another student’s desk and the teacher would correct him about remaining in his seat or raising his hand. Also‚ the students respond very well to the activities. For example‚ a student is chosen to lead the morning activities
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This semester I observed a first grade bilingual classroom at Martin Elementary. The classroom contained three ELL’s at a variety of levels. The instructor‚ Mrs. Guerrero‚ used lots of sheltered instruction strategies not only during the set time for bilingual instruction‚ but throughout the rest of the content areas. Throughout the semester‚ I saw how Mrs. Guerrero used specific strategies to teach vocabulary to her LEP students. The first thing I noticed was how she had seated them near native
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Midway through her pricey caffeinated latte‚ Elizabeth Feltner poised herself to commence steadfast into mock interview. Despite being a veteran of fourteen years of teaching‚ nonetheless‚ butterflies fluttered within her breadbasket. Analogous to other passionate educators Elizabeth engaged in this interview as if I was a prospective administrator. Instantaneously the halcyon backdrop of Starbucks evaporated as our interview journey initiated. Opening with the generic yet‚ underrated query of
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The child I chose to observe during the course of the semester‚ is Theodore‚ also known as Teddy in the classroom. He is in third grade in class 3-221. He is a male and nine years old. He is currently attending the school P.S.225‚ which is located at 1075 Oceanview Ave‚ Brooklyn‚ NY 11235. I chose Teddy because he really stands out in comparison to the entire class. Teddy is very cooperative and is a pleasure to have in class. I think he is very smart‚ always eager to participate. The entire class
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The components that were successfully covered with the Cycle of Inquiry includes the planning form and the documentation. I have misplaced my observations from practicum one‚ although I do have an observation included in my planning form. My planning form includes my hypotheses. The hypotheses are more about what I’m thinking‚ not what the children are thinking. In my planning form‚ I have a step-by-step procedure of how the experience will take place. I have who’s involved‚ what’s next and
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of all children are at risk of academic failure because of physical‚ emotional‚ or social problems and are less able to function well in the classroom because they are hungry‚ sick‚ troubled‚ or depressed. Children seem to have fewer sources of adult support than in the past‚ and many are being pressured to grow up faster (Honig‚ 2009; Marks‚ 2002).We need to be concerned about accumulated childhood stress and to be watchful about the types of stress-coping responses children are developing. Children
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Today I was placed in Mrs. Perez classroom which consists of toddlers ages three and four. Considering that it was a nice day outside the lead teacher‚ Mrs. Perez instructed the two assistants and an aide as well as an older teenager who I believe was a volunteer to take the children out to enjoy it. She mentioned to me she wanted to take advantage of the extra help she had so she can get going on some activities she was trying to get together. I offered to stay in and help this time instead of following
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