...so retune and every day from a differ angle is … For my observation hours I spent my time back in my second grade classroom and my high school math class. It was interesting to go back to school and see all the things that have changed sense I was back, but it was more interesting to enter into an environment that for so many years was my place to learn not as a student. Taking myself out of the role as a student and into the role of a professional was much easier in grade school than it was in high school, but over all I really enjoyed my experience and gathered lots of information about what is affective in a classroom setting. The Students In a classroom setting how students interact and learn are big...
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...The classroom I observed Tommy is in has about 20 children and two teachers. The age range for this class is between 36- 48 months and Tommy is 47 months. The purpose of this observation is to assess the child to see what appropriate skills based on their age they are able to accomplish. If children are struggling to meet the appropriate brackets the teacher is to set goals that are to help the children become successful and accomplish the goals. In this paper I will be talking about the Cognitive/communication section of the Carolina Assessment Log and what SMART goals I think may be appropriate for Tommy. The first area that I assessed was section ten: concepts/vocabulary: Receptive. In this category the appropriate skills for a 47 month...
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...1) First impressions of child within initial 15 minutes: The child was very friendly to me right when I came into the classroom she greeted me saying hello. My target child is very quiet she did not speak at all to anyone she would just do her assigned class work. Indeed she is very neat. She had no papers on her desk and inside of her desk was very organized. 2) Describe the activities the child participated in during your observation. During my observation for my first time visit she was seeing her occupational therapist. The first assignment she told me target child to do was to get four marble balls out of silly pudding. She completed this lesson fully and this was a great hands activity. The next activity she did with my target child...
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...At Pearl River Central Upper Elementary School there are two fifth grade buildings. The fifth grade building where I student teach has all of the inclusion classrooms. Mrs. Lenoir has four fifth grade science/social studies classes with a total of ninety-eight students. Because all of the classes are inclusion there are different academic expectations to accommodate students with special needs and behavior problems. There are sixteen students in Mrs. Lenoir’s homeroom that have IEPs. Most of the students have been diagnosed with ADD or ADHD and are taking medication. One of the boys, Ty has such serve ADHD that he must wear a Ritalin patch to help him with his symptoms. Therefore, Mrs. Lenoir has instructed me that the lessons must be very...
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...I was once a camp volunteer for the Denver Museum of Nature and Science. One activity that the kids often participated in was making crafts. There was a boy named Mason, who loved craft time. His response to the craft supplies denoted an unconditioned stimulus that produced a unconditioned response of joy. Now, every time there was a craft activity scheduled, the volunteers would leave and get supplies. In this case, leaving the room introduces a neutral stimulus that did not initially produce a response from Mason. Now, the conditioning process begins when the craft supplies (unconditioned stimulus) and us leaving (conditioned stimulus) are paired and repeated. After a while, Mason started to notice that every time we left, it meant that...
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...In this part of the practicum, I will discuss a child with a special need who use a communication device. The device is not needed in the classroom but the speech therapist uses one with him during their sessions. The observation started in the classroom and ended in the resource lounge. The device assists with speech and language delay. On May 20, 2016 I observed a three-year-old who, I will call D. He struggles with speech and communication. D arrived to school at 8:45 am with his grandmother, he calls her mama. He then walked in the classroom and begin to wash his hands. After washing hands he walked over to the block area. While in blocks he played with a fire truck and while playing I heard him say “eep, eep.” I was able to observe him struggling with the letter B....
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...conducted my observation during my field experience on Friday morning at Marlatt Elementary School. I observed a 7-year-old boy that was in the MTSS room. He was wearing nice athletic clothes and had good hygiene. Along with other students he was a part of a reading program called Read Live. It is a program designed to help children who are behind in reading fluency. The program is lead by paraprofessionals. In order to protect the privacy of the child I will refer to him as Joe. There were 6 other students in Joe’s Read Live program and they were all 7-8 years old. Each student had the same assignment. They were to participate in the Read Live program on their own individual iPad’s. The program had a few different components to it such as, vocabulary, cold reads,...
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...I observed Mrs. Holland”s 7th grade social studies class at Helen Tyson Middle School on Thursday October 29, 2015. The classroom had a great climate and was decorated with educational material. He had the desks set up in well, they were in organized rows but the front row was much too close to the front. They caused a problem when Mr. Holland was trying to talk to them and write on the board at the same time. Even though the desk set up was a little off, the dynamics in the classroom seemed great. He connected well with each student and was interested in what they had to say. He was a very fast paced and demanding teacher. He had the students do jumping jacks in the middle of class, toss a ball around when asking questions, and would randomly...
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...commented on an individualized service plan that is being outlined to show what services the agency will provide for children that is waiting an evaluation to find that if they are eligible for IDEA; other children that have delays but do not meet the state’s eligibility criteria. Ms. Newton suggested that during the speech/language orientation training that is conducted each year, the speech/language therapist (Hollie) could offer some suggestions for teachers based on what she does with children. Starting this school year, a copy of the Therapy Follow-up Sheet will be implemented to show that both agency is working together to ensure children services are implemented. Ms. Newton didn’t commit herself to providing children services in the classroom. She will leave it up to the therapist to make that decision. She preferred the statement was not written into the LEA Agreement. LEA agreement was reviewed and updated. The session was very productive. Gladys Kiner, Chairperson/Recorder Cc: Shelia Newton ...
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...thoughtful and very loving with the children. Physical Environment, Materials & Resources Ms. Kelsie needs to reflect on her classroom environment to ensure she is promoting cultural diversity. The small room was well light, clean and appropriate for 3-year-old children. Posters and wall decor displayed in the room are of cute animals and flowers, with no children represented. Adding photos of the children and their families would help promote cultural diversity. Adding cultural diverse dolls to the home living center, plastic dishes, cultural food...
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...there any experiences or observations within the classroom that made you uncomfortable or aware of your own biases, stereotypes, and/or incongruent expectations? o No, there was not any experience or observation within the classroom that made me uncomfortable or aware of my own biases, stereotypes, and/or incongruent expectations. The observations and experiences that I have faced has been ones that I have experienced before. • Were any of your perceptions about the students and/or cooperative teacher incorrect? If so, what differ and how do you think you came to that misconception? o No, the students and the cooperative teacher are just what I expected. The students are willing to learn and does not cause difficulty within the classroom....
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...I movement professional that I observed was Coach Amanda Murphy. Amanda is a girl’s high school softball coach. She coaches for an independent spots group called PSP Sports. She has coached softball for eight years and has her Bachelor’s degree in Sports Science. During the practice that I observed, Amanda had the girls on her team practice four different skills. They practiced grounders, batting/pitching, passing, and base running. During this particular practice, Amanda was using serial practice. The type of practice used while I was observing was serial practice. Amanda spilt the practice up into four sections. After the warm-up, the girls went straight into practicing grounders. They did grounders for three minutes before moving onto batting/pitching practice. For this part of the practice the girls were put in pairs of two. One girl would throw the ball while the other would hit it. Both batting and pitching were practice in the same three minutes. Next, Amanda had the girls practice passing the ball around the field from all of the different positions. They also did this for three minutes. Lastly, the girls practice running the bases for three minutes. There would be a first baseman, a second basement, a third baseman, and a catcher at home plate. Amanda would hit the ball and one girl would run around the bases until she was tagged with the ball. After all of these drills were completed, Amanda would have them start from the top. There were four sets...
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...Bradberry served the three learning styles in her fifth grade classroom. Auditory learning is hearing information. Visual learning is seeing or reading information to understand the concept. Tactile learning is hands-on activities to learn. She also provided a word wall with the vocabulary words of the lesson to help her ELL students. In the beginning of her class, she had a discussion with the students about what they had already learned. The students used their auditory learning by listened to what she was teaching. They used their visual and tactile learning while they followed her notes of drawing and labeling of an ecosystem. They even colored the picture and used two distinctive colors for living and nonliving...
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...For the participant observation project I chose to do Chapters book store, which was located at Orchard park mall. The dates I went were; first 26th of July around 1.00 pm, second day was on the 31st of July around 4.00 pm, and finally on the 3rd of August around 11.00 pm. Through critical thinking and deep observation this article’s focus will be; rituals, gender codes, and consumerism (Schultz et al. 2012). Chapters book store is about selling books: the concept of consumerism is deeply tied to selling books. People buy books they prefer and due to consumer demand more books are brought in and sold. Furthermore, this repeated process of buying and selling has become some sort of ritual. There is a repeated process of consumerism at play here, this book buying process is out of daily routine, then there seems to be a schema which is buying books, all of these fits very well with the definition of ritual (Schultz et al. 2012). The people working at chapters and its customers are performing this ritual on a daily basis. There were other rituals such the process of buying of books as well. The customer has to always head to the cashier, the...
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...5. There is always room for improvement in any facility. My organization is consistently seeking ways to improve their services they provide, structure, etc. The physical layout of the school is not desirable to how the grade level classrooms are assigned. The youngest students in the school are the 5-6 year old kindergartners. These students are located on a hallway that is the farthest in location to anything in the school. Some examples are the cafeteria, gym, office, etc. This makes is difficult when trying to arrive to different places efficiently in a timely manner. The arrival and dismissal process is also difficult due to this issue. These students often struggle with arriving/leaving on time, struggling to find their classroom, and...
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