The Classroom Reflection

Santoro classroom. Ms. Santoro’s class was behaved when I walked in the room because they were doing their work for the lesson she was teaching. Before the math lesson, Mr. Santoro gave out their math journals, to do a worksheet on the lesson she was teaching them today. During math, she was very good at making sure all the students were involved in answering questions. She made sure that all the students had a chance to answer. Most of these problems only have one way to answer them correctly, but some students insisted that they had a different way to do it.  She used a computer and a SMART board to teach her student division. She did go over the math worksheet with the class. There was also one specific problem that the students were having trouble with.  She used the SMART board to do the problems step by step to show the students how the problem was done. Next lesson was English; Ms. Santoro gave the students laptops to do their essay they were working on the last class. I walked around and saw how they use the Microsoft Word and how they type. Some of the students sat in their desk or by the window to work on the laptop. The teacher gave students individual attention if they needed it. She made sure each student understood what they were typing about for

Everyone has their own perspective of what best way and how to learning children. The perspective of the student Jeff Bliss was tired and angry about the teacher going off on her student so he became the voice of his classmates. His stand up and speak out about the teacher Julie Phung lack of teaching her student by hand out packet and not give face to face communication about the work. The perspective of teacher Julie Phung was to tell Jeff Bliss to left her class because his was disruptive but she did not care. She mumbling, you are wasting

While not every teacher teaches the exact same, there does exist a few, fairly common similarities between those I was able to sit in on. Of these commonalities, there were positives and negatives. Typically, one of the first things I noticed during observations of a “good” class was that from the moment students entered the room they knew what to do. Out of the ten observed classes, eight used some form of bell-ringer that was displayed before and during the ringing of the first bell. Yet, of these eight, only four classes successfully engaged in the bell-ringer. Of these three, there was only one that required the teacher’s full input, which came in the form of reading the question. Even still, the four classes that successfully started off the classroom’s time with learning did so out of routine. The two classes that did not use bell-ringers while I was observing did so voluntarily. One was because the students were to be engaged in a Science project within the class, and the other was because they were expecting to leave to take student yearbook pictures. Excluding the Science outlier, classes that did not start off with a bell-ringer or some form of question/activity at the bell tended not to transition as smoothly into lecture or the next planned activity.

When I arrived to my classroom today, Mrs. Beach’s students were still at their special. This gave us about ten minutes to talk about my upcoming less. Mrs. Beach would like me to teach my lesson on October 24. I am not certain which standard I will be teaching, but I do know that I will be teaching students how to solve story problems using the standard subtraction algorithm. I am excited to teach this lesson, but I am also very nervous because I don’t know exactly how to introduce this topic to the students. At 10:10 A.M., the students returned to the classroom, grabbed their math baskets and sat down at their desks. I am constantly amazed at how well behaved these students are. I cannot to learn more about the management strategies that Mrs. Beach implements in her class.

across all the classrooms was the rapport that has been developed in each classroom between not only the teacher and students but the students with each other. It was evident that students are comfortable working in groups and helping each other learn. Students spoke to each other in respectful ways and offered help to each other. The teachers communicated with students in positive and respectful ways that encouraged students’ participation. Another pattern I noticed was that the students were involved in their own learning. There were not teachers giving lectures at the front of the room and students just sitting in desks taking it in. The teachers of this school understand the value of letting the students explore, create, and discover for themselves. There was evidence in each room that the students were taking an active part in their own learning through small group work, independent work, discussion, creating things and using technology. These walk-throughs gave me a view of the school that this is a positive learning environment where students’ best interest is at the forefront.

Throughout this English course we have created two different projects thus far. Our first project consisted writing about our literacy sponsor and allowed us to think back to how we developed our literary skills. The second projected consisted of finding a rhetorical statement from a source that affects the Charleston population. Our final project was taking one of the two projects above and changing the medium of it. My rhetorical statement was about how technology should be used in the classroom for younger generations to improve their learning development. Having this topic, I automatically thought about an interesting way to change the medium versus the topic from my first project. I created an article that would be found in a parenting magazine.

On December 5, 2017, I spent my fifth session with class 3-213. As a prospective student teacher, this day provided me with a plethora of information regarding questioning. For my first few weeks of observation, I focused on the differing forms of instructional planning, assessment, and interdisciplinary instruction. However, this week I listened carefully to the types of questions the teacher asked the students. Mrs. Diaz is truly a remarkable teacher, who carefully plans her questions to execute informal assessments. She uses these questions to measure student performance, while simultaneously stimulating collaborative and encouragement in the classroom. Based on this idea, Mrs. Diaz continuously asks questions throughout the duration

One major drawback that Blatchford (2015) has with the idea of differentiation is ‘the fact that teachers have to do this for 30 students at once’ making ‘it even more difficult’. He further continues to express how you can have great experience in this field which reflects ‘purposeful practice’ but you still would not be able to ‘quite crack’ differentiation. In some ways, I agree with Blatchford as from my first placement, I too have felt the pressure of differentiating for the whole class. I always found myself altering my plans as just when I think I have the best plan for that teaching, another need will crop up, thus starting back at stage one. Additionally, I feel it gives the teachers the impression of feeling intimidated by the number of needs that they would need to measure for when planning.

On September 25, 2017, I was unable to participate in class due to an infection. However, I was able to observe and evaluate the others in class. This opportunity allowed myself to view the students’ body alignment, challenges, and the ability of picking up phrases. Not only did I observe the students, but I tried to imagine myself in the space and wonder what would have been difficult for me.

The role of the teacher is a critical piece when he or she teaches literacy programming because it is evidence of how a teacher view teaching (Izadinia, 2012). If teachers are prepared to address the diverse, and sometimes complex needs, of their students, teachers much understand phonological awareness and embrace it and work toward understanding the application for a diverse classroom (National Early Literacy Panel, 2008). The capacity to understand phonological awareness and its importance in literacy define the role of a reading teacher who produces an environment of learning that is high in quality (Norris, Lucas, & Prudhoe, 2012).

Pa Xiong’s classroom is room 118 and a couple others that she shares. Room 118 is the Special Education (SPED) classroom. In this room she works with seniors. It is supposed to be CP (college prep) time, but they treat it more like a Resource period. This happens because these students need more help in keeping their grades up than they do anything else. There is always a teacher and a para in this room incase a student comes down to the classroom seeking assistance or support they will find it. Ms. Xiong also has a ninth grade resource class. This class takes place in an eighth grade science classroom. During this class I sit down with a different student every week and we work on getting caught up on their benchmarks (online quizzes worth about ten points each) in any subject. She also has a co-taught English Language Arts class.

My first day at Roberto Clemente taught me the most critical and foundation characteristic of the school in that all the staff are there of their own accord with inspiring goals for the students. It is clear that anyone who enters the school with the intent to support the students in one way or another is welcome.

This term, Nina has made noticeable improvements to stay focused during classroom discussions. Despite her best efforts, Nina still finds it difficult to follow instructions, learn specialist vocabulary, locate and join words together to form meaningful utterances. Furthermore, her language and communication difficulty extend to interactions in collaborative tasks, group work and social situations where she struggles to use social language, such as ‘turn-taking’ and to consider what others say. Due to such communication and interaction difficulties, she requires a lot of support and structured activities to help with her learning.

My experience was informational. I was able to see how my students are inside the classroom environment with my teacher how they are in art. I was also able to observe another classroom and see how they differ from my class. All of these are completely different spaces where the children act differently. Comparing these different environments provided a unique insight into how these children act differently depending on who is around. Having been with these children a lot now, I have the ability to interact with them and get to know them individually. This helps in my classroom assessments because I am able to differentiate between how children normally behave and what the normal classroom routine is like.

This class had taught me a great deal about myself and who I want to be as a teacher. When I finally reach my goal of having my own classroom, I will reflect back on this class due to the valuable knowledge I have received. As an educator, I hope to be the kind of teacher that makes learning fun, that is able to engage the students and have personal connects to each and every one of them. Thinking about the future, it’s scary. I have general fears of how I’m going to teach children on an everyday basis, but I know I’m going to be okay and well prepared by the time my college career is over. I hope to make a lasting impact on the people of tomorrow.