Classroom Observations and Reflections
OBSERVATION ONE:
Teacher: Ms. A Subject: Math Level: 7th Grade Time: 1:45pm
Teaching Experience: 1st year Date: March 31, 2009
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1:45pm |
Students came in and began working on warm-up at seats, individually |
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1:50pm |
Ms. A made general announcement about test the next day and began to review the warm-up; students were correcting responses |
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2:00pm |
Students took out homework review packet to go over as a class; students took turns answering the questions; when students did not understand concepts Ms. A worked through another example on board |
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2:12pm |
Ms. A was still reviewing packet and indicates specific types of problems that will be on the test the following day; 3-4 students were responding, |
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2: 22pm |
Ms A had students come to board to complete review questions based on the types of problems that the class generally did not seem to understand during the review |
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2:32pm |
Students began to pack up their belongings as Ms. A was giving last minute instructions and reviewing individually with students |
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2:38pm |
As the bell rang, students left somewhat disorderly as Ms. A continued to speak to some students about issues other than mathematics |
In reflecting on Ms. A’s class and instructional practices, I feel that she did a fairly good job of reviewing the mathematical content students would need to understand for the test. I was concerned about the amount of teacher-centered instruction that was occurring. While students were actively engaged in the review, I’m not sure that they were applying the skills learned in a manner that reflected higher levels of understanding. I left with the impression that they were simply “going through the motions.” From my observations, it is clear that Ms. A cares about her students and does want them to achieve academically. However, I would say that there are several areas that she could improve upon. We spoke briefly about some ways in which she might enhance the reviewing process in order to maximize the class period and have students be able to show their knowledge of content standards at high levels. Likewise, we spoke about eliciting responses from multiple students throughout each class and not rely on a few who already understand the concepts. As an observer, it is clear that this would fall under ELCC Standard 2 “providing an effective instructional program based on
OBSERVATION TWO:
Teacher: Mr. B Subject: Spanish Level: 6th Grade Time: 10:14am
Teaching Experience: 10 years Date: March 31, 2009
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10:14am |
Students entered the classroom and watched TV announcements while Mr. M took attendance and checked homework that students placed on their desks |
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10:17am |
As soon as announcements were over, Mr. B asked “What questions do you have for me?”, students asked a variety of questions about the class, school, and announcements while Mr. B distributed tests/homework |
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10:22am |
Mr. B wrote phrases in Spanish on the board and students discussed in pairs (in Spanish) what the phrases meant; then came together as a classes and discussed briefly these phrases |
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10:28am |
Students were instructed to continue talking with their partners and using the phrases on the board, come up with greetings/dialogues; Mr. B moved around the room answering questions. |
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10:32am |
Mr. B stopped the class and had two pairs read what they had completed; students then went back to work |
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10:40am |
Mr. B stopped the class again and had two different pairs read what they had completed; Mr. B asked other students in the class about the pairs’ dialogue; then students went back to work in their pairs |
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10:50am |
Mr. B stopped the class again and had three different pairs read what they had completed; Mr. B asked other students to translate what they were saying; Mr. B instructed students that time was almost up and to finish their dialogues using greetings |
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11:00am |
Mr. B stopped the class again and had two pairs read what they had completed and he gave feedback to them and asked others questions about the dialogue |
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11:06am |
Mr. B had students get out their agendas and copy the homework for the evening and then allowed students to pack their things |
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11:11am |
As the bell rang, students waited for Mr. B to dismiss them |
In reflecting on Mr. B’s classroom practices and instruction, it is clear that he understands how to maximize instructional time. It was interesting to see how he managed to incorporate classroom procedures (such as distributing papers) into his instruction. This type of classroom management allows for very little down time on the part of the student which in turn limits disruptive behavior and students who are off task. Similarly, Mr. B constantly encouraged these 6th graders to utilize Spanish as a mode of communication with him and with each other. It is clear that Mr. B understand the theories of language acquisition and effective strategies in language teaching. Not only did Mr. B positively encourage students throughout the class (which lowers their affective filter) he also created an environment where cooperative learning was meaningful and effective. When students stood to report on their progress, other students had to be actively engaged in listening in order to be able to answer questions or translate if called upon. As a potential administrator, it is my goal to help continually develop teachers such as Mr. B so that he can share with and lead other teachers in effective classroom instructional strategies. This observation would also fall under ELCC Standard 2 in recognizing “research-based practices to improve instruction for all students.”
OBSERVATION THREE:
Teacher: Ms. C Subject: Special Ed Reading Level: 8th Grade
Teaching Experience: 2 years Time: 2:41pm Date: February 19, 2009
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2:41pm |
As the bell rang, students came in and began writing in their journals to the prompt that was on the board; Ms. C took attendance |
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2:45pm |
Ms. C asked how everyone was doing and “What’s something good that’s happening since I saw you last?”; several students answered |
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2:47pm |
Ms. C reviewed the goals and objectives for the day and instructed students to get their novels out |
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2:50pm |
Ms. C asked students to turn to their neighbors and quickly discuss what happened in the story the day before; and then students turned back and have responses to Ms. C |
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2:53pm |
Students opened their novels to chapter 4 and volunteered to read aloud |
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3:00pm |
Ms. C stopped students and asked reviewing and predicting questions; then the reading aloud continued |
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3:12pm |
Ms. C stopped students again and asked reviewing and predicting questions; then reading resumed |
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3:18pm |
Ms. C asked students to write two things that they learned and one thing they think will happen next in the novel |
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3:22pm |
Students briefly discussed what self advocacy means as it relates to the novel and to their lives and their learning disabilities |
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3:30pm |
Students waited for Ms. C to dismiss them when the bell rang |
In reflecting on this specific lesson, I was reminded of how many multiple strategies teachers utilize within one class period. This lesson seemed to flow very well and incorporated many reading strategies to assist students in reading longer passages. Upon speaking with Ms. C about the lesson, she indicated to me that many of these students’ specific learning goals for this year included “completing one novel being able to self-assess using reading strategies”. She also indicated that the reason for the discussion about self-advocacy was that that theme would tie in later to the larger unit they were doing and she wanted to get her students thinking about the new vocabulary earlier to help draw connections in the future. By utilizing standards-based instructional techniques of backward design, Ms. C was able to scaffold early on in the unit to promote student success later on. Throughout the lesson, there was very little down time and students were focused on practicing their reading strategies. Likewise, it was apparent from my observations how much care and compassion this teacher exhibited toward her students. As an administrator, it is good to see teachers at all levels holding students to high standards of achievement and expectation. Clearly, Ms. C understands the overall school vision (ELCC Standard 1) that all students can learn and by implementing research proven strategies they will achieve academically. Similarly, this lesson points to an understanding of the need for our students to recognize the “influence of the larger political, social, and cultural context” that surrounds them (ELCC Standard 6).
OBSERVATION FOUR:
Teacher: Mr. D Subject: ESOL Reading Level: 6th Grade
Teaching Experience: 13 years Time: 12:55pm Date: February 2, 2009
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12:55pm |
As students entered the classroom, M. D had a variety of tools sitting on the front table and students were instructed to write in their journals about these tools; Ms. D took attendance |
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12:58pm |
Mr. D asked students to share what they wrote and held a whole-class discussion about the tools making connections to their lives |
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1:00pm |
Mr. D gathered the tools and instructed students to put on their coats and follow him |
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1:05pm |
After a short trip outside to the wooded area next to the football field, students stopped and Mr. D handed out tools; students were asked to dig holes |
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1:10pm |
Students were encouraged to switch tools and to begin to think about why people dig holes; students shared their thoughts while digging |
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1:15pm |
Mr. D gathered students together and had them share thoughts about why people dig holes and if they would want to dig holes when the were in trouble; a short debate occurred |
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1:23pm |
Mr. D had students sit close to one of their holes and listen as he read the first few pages of the novel they would be reading, Holes by Louis Sacher |
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1:33pm |
Mr. D distributed note cards and had students briefly summarize what they heard on one side and on the other predict what they thought would happen based on the days activity |
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1:40pm |
Students assisted in gathering tools and headed back to the classroom |
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1:43pm |
The bell rang and students headed to class. |
In reflecting on Mr. D’s classroom activity, I was excited to see him incorporating multiple intelligences and utilizing a unique method to introduce a unit on a novel. The level of his chosen novel is a bit challenging for his students (based on the linguistic level); however, with this lesson he laid a solid foundation for future lessons. By having students dig their own holes in chilly/cold weather; they will have prior knowledge of this type of activity and will be able to draw deeper connections to the characters within the novel. Mr. D has utilized various language learning strategies throughout this lesson to scaffold vocabulary and themes both within the lesson and for use throughout the unit. It is this type of standards-based instruction that I will be looking for and encouraging as I become an administrator. While not every lesson can hit on so many strategies, if more teachers’ lesson did, our students would be more engaged and would be able to deal more with inquiry and critical thinking. As an administrator, I want to encourage this type of teaching by providing needed resources to help these lessons come to life (ELCC Standard 3). Likewise, Mr. D understands the need to have high expectations for all students including English Language Learners which is in line with our school’s vision (ELCC Standard 1) and by providing these rich learning opportunities he is helping to create a “positive school culture that is pervasively academic, and that focuses on belonging and cooperation” (ELCC Standard 2).