Alternative Observation – Students in the 6th grade at Calvert ABC Preschool

Alternative Observation – Students in the 6th grade at Calvert ABC Preschool

Description of the Learning Environment

I observed students in the 6^th grade at Calvert ABC Preschool. Ms. Vivian Gone was teaching an English language lesson to the 6^th graders. The classroom environment was neatly arranged, giving it an attractive impression. The students maintained their sitting positions throughout the class activities, fostering order and effectiveness in integrating the lesson concepts. The class had a population of fifteen students aged 11 to 12. However, the male students were dominant. There were ten male students and only five female students. Nevertheless, the classroom supported diversity and inclusion. There were white and black students. Also, three students have learning disabilities: two have ADHD, and one has dyslexia. The students were seated beside tables, with each table having three students. Teacher Vivian’s desk was in front of the classroom at the far end of the door. The teacher used a projector on the desk to project the lesson concepts on the whiteboard hanging on the front wall at the center. There were spaces between the students’ tables, which provided enough space for the teacher’s movement.

Ms. Vivian integrated different concepts into the reading class, including phonemes, phonics, fluency, vocabulary, and comprehension. The teacher supported an interactive learning atmosphere throughout the class activities, where students were engaged through question-and-answer approaches. In the phonemes and phonics activities, the teacher pointed students randomly to segment and blend four to six-letter words to evaluate whether they understood the smallest units making each word. When learning fluency vocabulary, the teacher encouraged students’ participation through sentence construction using the vocabulary learned. Students were also involved in comprehension reading, which improved their reading skills and boosted their confidence in speaking to a larger population. Teacher Vivian also promoted class engagement through group activities. When directed by their teacher, the students worked in groups of three in their sitting arrangement, sharing ideas on the learning concepts. A chart with rules and routines for the class was pinned beside the whiteboard. The rules guide the students on what is expected of them in the classroom. Indiscipline cases were minimal since the rules made each student accountable. The teacher also encourages an effective learning atmosphere through praise and recommendations for the correct responses to the questions directed to students. Further, the students engaged in game learning activities, which enhanced phonemic awareness and promoted a vibrating learning atmosphere.

Analysis of the Observation

Ms. Vivian used differentiated teaching methods to integrate the reading elements. Her teaching methods and practices promoted meaningful and authentic learning experiences that supported the developmental and individual needs of the students (InTASC 2). The students had different learning styles and preferences, and the teacher could address their needs using differentiated teaching methods. The teacher used game learning to address the needs of the students with learning disabilities. The teacher incorporated technology into the class activities (InTASC 6). Ms. Vivian projected the reading concepts using a projector, encouraging attentiveness to the learning activities. Gamification enhances students’ creativity, boosting their understanding and retention (Dreimane, 2019). The teacher fostered an interactive learning environment for all students. She provided opportunities for them to interact and share ideas with their colleagues, enhancing their learning potential (InTASC 3). Students engaged in group activities, sharing ideas about segmenting and blending phonemes. Also, the students’ engagement using question-and-answer approaches promotes students’ activeness and cooperation in the learning activities. The class rules, regulations, and routines pinned on the wall provide explicit written instruction for class activities (InTASC 5). The rules promote class order and make students accountable for their actions. The rules also reduce indiscipline cases in the classroom, which helps the teacher to integrate the lesson concepts more effectively. Also, no time is wasted dealing with the indiscipline cases.

Reflection of the Observation

The classroom operation and students’ performance in integrating the learning concept depict the significance of effective classroom management. Classroom management strategies involve developing classroom rules, regulations, and routines, physical classroom arrangement and positioning, fostering effective student relationships, and encouraging a reward and praise culture (Franklin & Harrington, 2019). Effective classroom management supports a positive learning environment, where the teacher implements the activities effectively and encourages students’ participation and achievement of lesson goals. From the observation, I learned that the teacher adhered to the InTASC standards throughout the lesson. The teacher incorporated differentiated instructions in addressing the needs of each student, which helps attain standard knowledge levels for all students regardless of their learning differences. I also learned much to improve my teaching practices to achieve effective classroom management standards. I must enhance my teaching skills to accommodate students with different learning needs by supporting an inclusive learning environment. It is a success for the teacher’s ability to support an inclusive learning environment. The teacher used different instructional methods to implement the learning activities, which helped the students understand the learning concepts. Also, the ability to integrate technology in the classroom actively was a significant success. In the future, I anticipate improving teamwork engagement to promote collaboration among students, which boosts their confidence and enhances learning. I will also maximize the use of technology to create an effective learning environment that aligns with the needs of the students.

References

Dreimane, S. (2019). Gamification for education: Review of current publications. Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning, 453-464. https://doi.org/10.1007/978-3-030-01551-0_23

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. https://hdl.handle.net/1959.11/27556

InTASC. InTASC Model Core Teaching Standards: 2013.

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

Alternative Observation – Students in the 6th grade at Calvert ABC Preschool

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

You will need to ask your mentor teacher to help set this observation up for you.  Two observations are required, but we suggest three for the semester. Once you have determined a place, date, and time for the observation, please email that information to your supervisor for documentation. Record these hours on your time sheet.

During your observation, you are not “participating” in the class; simply observe the surroundings and the interactions happening in the class. Take notes of everything that you see relating to elements of reading and classroom management. Review the writing expectations before entering the observation.

Description: In this section, the teacher candidate may provide a clear, concise description of the teaching context. The description should include the purpose and intended learning outcome(s) of the reading lesson. If possible, the description section should include student characteristics such as but not limited to grade level, age, explanation of self-contained, block schedule, etc., student performance-Tier, exceptionalities, English language learner(s), and any other additional contextual information to provide a clear picture of the environmental setting. Include the lesson set up for the entire class, small group, or individual. Describe the Reading Elements that are addressed in the lesson: Phonemes, Phonics, Fluency Vocabulary, Comprehension, language, and syntax.  Describe what you observed about these lessons in your observations if your mentor teacher is teaching these. Explain what you observed about teaching reading for each of the Elements of Reading and provide specific examples of what you observed (e.g., Vocabulary was being taught through word analysis of prefixes and suffixes, then writing them in the context of creating a story to make meaning.)

If you are not observing a reading class, make sure you state this information at the beginning of your report. You will have to adjust the questions to fit the subject matter you observed.

Analysis: 

In this part, as a pre-teacher candidate in your residency, you’ll use the TIAI domains of Assessment (II) and Instruction (III) to evaluate how a teacher plans and teaches reading. Choose 3-4 points from the list below and explain how the teacher did in those areas. For each point, give reasons with examples from the lesson – explain “why” you think the teacher made certain choices. Use terms from the TASC standards and studies to support your points.

If you can’t find any research or didn’t see your teacher use any, come up with two or more activities based on solid evidence or research. Show how these activities could make a difference in students’ learning.