Exploring Teaching and Learning in a Grade 6 English Classroom

Exploring Teaching and Learning in a Grade 6 English Classroom

In this lesson observation, I visited Calvert ABC Preschool and observed Mrs. Heather Stewart teaching an English language lesson to 6th-grade students. The classroom environment was attractively arranged, with a neat and organized layout. The seating positions of the students were maintained throughout the class activities, promoting order and effective integration of the lesson concepts. The class consisted of 15 students between the ages of 11 and 12, including ten male and five female students. The classroom embraced diversity and inclusion, with students from different racial backgrounds. Additionally, three students had specific learning disabilities, including two with ADHD (Attention-Deficit/Hyperactivity Disorder) and one with dyslexia. The students were seated in groups of three at tables, providing a conducive environment for collaboration. Mrs. Heather’s desk was positioned in front of the classroom, and she used a projector to project lesson concepts onto a whiteboard at the center of the front wall. The classroom layout allowed for sufficient space for the teacher’s movement.

Mrs. Heather effectively managed the classroom by establishing clear expectations and routines, which contributed to students assuming responsibility for their learning and self-management. Students were motivated to achieve through various strategies, such as praise and recognition for their efforts, engaging in instructional activities, and promoting a sense of autonomy and ownership in their learning. Mrs. Heather responded to off-task or inappropriate behavior promptly and effectively, redirecting students’ attention and reinforcing positive behavior. In the absence of such behavior, the teacher maintained a positive environment by consistently reinforcing expectations and providing engaging learning opportunities. Throughout the observation, Mrs. Heather actively promoted self-motivation in students by encouraging their active participation, fostering a growth mindset, and supporting their individual learning goals.

Analysis

The lesson aligns with InTASC Standard #7, demonstrating the teacher’s proficiency in teaching English to the grade 6 students. Mrs. Heather possessed sound content knowledge and effectively made the content meaningful and clear to students (InTASC, 2013). The objectives of her lesson plan are aligned with the state standards for teaching English across all grades. She encouraged students to ask questions and engage in discussions, promoting critical thinking and the exploration of different viewpoints. The teacher’s instruction progressed seamlessly from basic knowledge to higher-order thinking skills, incorporating research-based strategies. Opportunities for student cooperation, communication, and interaction were integrated into the learning experience, enhancing student engagement and understanding. Mrs. Heather communicated enthusiasm for the content and activities, fostering a dynamic classroom environment. Students demonstrated enthusiasm for learning, actively participating in class discussions and activities. The planned activities catered to the developmental differences among students, ensuring they met the learners’ individual needs through differentiated instruction.

Reflection

Mrs. Heather’s impressive class management strategies and the ultimately positive environment she created greatly impacted me. From the lesson, I saw how the environment played a significant role in learning. It reaffirmed my conviction that the classroom atmosphere should be set up so that students would feel safe, welcomed, and inspired to develop. I gained the knowledge that good teaching is not only about transferring knowledge but also involves more aspects. This means establishing a secure and exciting setting where learners possess the confidence to be adventurous and inquisitive.

Through Mrs. Heather’s skills of relating to her students, encouraging their contribution, and bringing up opportunities for critical thinking and teamwork, the need for student-oriented instruction and the teacher’s role as a facilitator became more evident to me. In addition, this lesson opened my eyes to my own teaching approaches. I understood that my primary duty is to sustain my instructional skills, develop strong relationships with students, and promote their autonomy and self-motivation (Franklin et al., 2019). The sight of Mrs. Heather’s teaching, which left students more excited and active, pushed me to aim for the same results in my future classroom.

One of the exciting moments for the teacher was the ability to create an accepting and interactive learning environment. Through research-based methods, differentiations, and communication of enthusiasm, students became an active part of the learning process and enjoyed its progress. This success vouched for the importance of the proper classroom environment as a factor that influences the student’s academic achievement and well-being. Further, one of the areas for further improvement could be integrating more cooperative learning techniques to allow students to interact, work in teams, and help each other even more. Creating a context where students can work together and learn from each other can be another way to improve their comprehension and also build a feeling of cooperation in the learning process. Nonetheless, this lesson gave me a definite objective as an educator: keep improving my teaching methods to build an inclusive and safe school environment. The strategies I will implement will be informed by research, learners will be actively involved, and the lessons will be adapted to accommodate the different learning styles.

Through this lesson observation, I have realized how essential it is for me to grow as an educator. Through it, I have reaffirmed the importance of forming an environment in which both diversity and the facilitation of learning are prioritized and all students develop. Through the rising responsibilities and challenges of becoming an educator, I feel motivated to do my best in order to influence the trajectory of students’ educational paths. I have gained a lot of new knowledge from my experience, confirming that successful classroom management, student motivation, and building a positive classroom environment are important. I am highly motivated to use the insights I acquired after this observation in my future teaching practice to create a classroom in which students feel respected, have the support they need for success, and are empowered to realize their full potential.

References

Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1. https://doi.org/10.11114/jets.v7i12.4491 InTASC. (2013). InTASC Model Core Teaching Standards.

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For this assignment, you must complete a one-hour observation in K-6th grade classroom. It needs to be a classroom that is a different grade and subject area than you are currently placed. Don’t forget to observe Special Education, if you get a chance.

Exploring Teaching and Learning in a Grade 6 English Classroom

You will need to ask your mentor teacher to set this observation up for you. Remember, you will need two or three observations. Once you have determined a place, date, and time for your observation, please email that information to your supervisor for documentation. You will record these hours on your field experience time sheet.
1. Describe-After your observation, complete a summary using the following format: Thoroughly detail your observations. List the school, grade, etc., and paint a picture of what you saw. What standard or skill did you observe? Describe the teacher’s classroom management strategies. Describe how the teacher maintains a positive classroom climate in which students assume responsibility for their learning and self-management. Describe how students are motivated to achieve. Describe how the teacher responds to off-task or inappropriate behavior effectively. If there was no off-task or inappropriate behavior, describe how the teacher maintains that environment. Did your teacher promote self-motivation in students?
2. Analyze your observations and connect what you saw to what you’ve learned so far in the education program. Be specific. Describe the knowledge of the content the teacher was teaching and their ability to make the content meaningful and clear, supporting students’ questions and discussion of different viewpoints. Describe how their instruction proceeded from basic knowledge to application, analysis, synthesis, and evaluation, documenting the research-based strategies used. Describe how the teacher provided opportunities for students to cooperate, communicate, and interact to enhance the learning experience. Describe how the teacher communicated enthusiasm for the content and activities. Describe the students’ enthusiasm for learning, and how the teacher activities supported this enthusiasm. Describe how their planned activities supported developmental differences in students and how the teacher met the needs of all students. As you are answering the following questions, identify the InTasc standard(s) that demonstrate how the artifact aligns specifically with the standard(s).