Ms. Doe Observation

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

Provide practice: Students will work on a matching worksheet with partner(s) using counting manipulatives. Students will also be provided with homework worksheets for individual understanding.

Jazzmaire tries her best in math class but the work is hard for her. She does not ask for help when she does not understand a new concept. Jazzmarie uses a calulator, multiplication chart and "cheat sheets" daily. When given an assessment, it is modified and she is allowed to make test corrections to grades below 70%.

Throughout his lesson, Harris helped guide his students to the correct answer without telling them exactly how to do it. This phenomenon is outlined in one of the mathematical teaching practice, in this teaching practice, one is supposed to pose purposeful questions. By asking questions one can probe students thinking so that they supply an explanation detailed enough to help themselves and others better understand why they used the method they did. During one student’s explanation of her method, Harris began to ask questions that would help lead her to the correct result. Randy Harris did this without actually telling his student how to solve the question, so that the student could solve it alone. Mr. Harris asked his student if any of the methods used in the previous day could help, he then guided the student to figure out how it could help by probing to figure out “what we do in method 3” (Page 19 paragraph 33). This helped the entire class realize that every day their lessons build on each other, and that previous lessons can help solve current problems. Although Harris helped his students solve the problems with guiding questions, he didn’t assist them in explaining how to use visual representations to

During this semester I was lucky to be placed at Mink Shoals in a fifth grade class. I taught a total of five lessons. For my assessment chart I choose to show the progress that my students made on the math lesson. They took a pre-test and a post test. I knew that math was a good subject for about half of the class, and half of the class struggled. I knew this was going to be difficult to teach. Before I taught my lesson I did a lot of planning, but before I planned I worked with students every day in a math group. These math groups showed me what the students understood and did not understand. When I planned my lesson I talked to my cooperating teacher to see what I should go over if I wanted to help prepare them for the smaterbalance. After we talked, I decided to look up standards, and practice math tests to see what I should review for the test. After looking everything over

The next part of our daily routine is station learning. As I learned from my research, station learning is a helpful tactic of differentiation. Station Learning is a way to supply my class with multiple ways to learn and understand the concept they are working on. A stated earlier, my group is a mixture of different grade levels, abilities, and needs. It is almost impossible for me to teach them every day all at one time. As you see in entry 4 artifact 3, my students are mostly group by their grade levels. I have two stations that are group by abilities and the standards that their general education class is working on. There are certain times of the year when certain grade levels are working on the same

For this assignment, I have chosen to study the second-grade data. By reviewing this data, I will be able to better determine where to focus my instruction as well as understand where students are at when it comes to learning math. Based on the data provided, I have decided that I will focus my instruction on two specific areas. The first area I will focus my instruction on is Number Identification. The data tells me that eight out of the seventy-four students may not understand how to successfully identify numbers. In my opinion, all students in second grade should be able to identify numbers. I will help students become successful in identifying numbers during small group instruction. This way students are provided with individual

On April 18, I went to Miss Hedgepeths class for thirty minutes to help her tutor, but only one student came. Since it was only one student I had the opportunity to observe Miss Hedgepeth tutor the student herself. I could tell that Miss Hedgepeth was tired which is unusual. Seeing her down made me wonder if she was just having an off-day or if she is going through the burn-out process. I wondered if she is getting tired of having to teach her students the same material everyday. Everyday while I am there helping her she has students come in for tutoring, and each kid does not understand the same concept. Each time they come in, she works out the same problem and the students say they understand, but either come in two days later (or possibly

While visiting Pleasant Lea Middle School, I have observed that students in 7th and 8th grade classes demonstrate a wide range of intellectual abilities. For example, in 7th grade math class there are students who are above their grade level in math, while there are others who are way below. There was one student who could not recognize that number 2 is smaller than number 10. Most of the students in class are on grade level, but there are a few who are way above. The teacher makes accommodations in class to meet the intellectual abilities of all students. Before the class starts a new unit, all students take a quiz. If they score 4/4 on any section, those students are not required to participate in

It recently started in my Calculus class. Doctor Barton was at the board explaining how to find the derivative of a tangent line. Then as I recall, she was skipping certain steps like ,whether you should multiply or divide the equation. I could hear students mumbling, “I don’t understand any of this or what did she just do.” That’s when I raised my hand patiently as she finished working the rest of the problem and said, “can you please explain what you did at the beginning of the problem.” Doctor Barton looked at me as if I was dreadful child waiting to be punished. That’s when she said, “Well honey class is almost over, just let me get this problem finished and you can open your book and find a similar problem that has the examples on how to do this problem.” As for the rest of the students and myself who didn’t understand how to do the problem in the first place, we felt like this teacher wanted us to fail her class. I know you can’t fail a class over one problem, but you obviously can’t learn a math problem if the teacher doesn’t care to explain it correctly to her students.

I observed two different math classrooms for my clinical observation. The first classroom was in an urban school setting, grade two. The second classroom was in a more suburban school setting, fifth grade math. The second grade class period was ninety minutes long, the students rotated in groups to the teacher table and did a mini lesson there for about 15 minutes, while the rest of the 90 minutes was spent on a math website. The fifth grade class period was only 45 minutes long and the majority of what I saw was the teacher working with the students on correcting homework.

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four

During my observations in her classroom, I observed Reading/Writing and Math lessons. For her Reading/Writing lesson, she discussed cause and effect. She had a couple of examples displayed on the smart board. She read the sentence and called on students to answer specific questions relating to her lesson. Some students were eager to answer and others not so much.

When talking about the problem she labels the number with what they are. So when explaining her reasoning, she would say “5 apples + 3 apples=8 apples.” The way she seems to think was literally in the objects the problems used.