...HD 300 Professor BieleckiRosa E. AyalaObservation LocationRamona Elementary This observation takes place in a State Preschool program in the City of Alhambra, CA. Theprogram serves children 3-5 years old and is regulated under title 22 and title V. The teachers Ms. Cand Ms. B serve the community a majority of Asian descent are in the program. Both teachers utilizechildren’s home language when needed with the children and parents. The classroom is clean and toysare accessible to the children. Class begins: teachers open the door and the parents walk in to sign theirchild in the attendance folder.Children are welcome in and proceed to wash their hands.Then they sitdown at tables to practice their names on paper and others begin to practice it...
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...I observed at Teravista Elementary School in Round Rock ISD. During my observation, I was in a fifth-grade language arts/reading and math class. My focus was a female student (11 years old) who was placed in Special Education for behavioral issues. I was there for approximately three months (February - April). During my observation, I noticed a few strategies and techniques the teacher used to deter undesirable behaviors. One of the tactics I noticed the teacher used was to ignore the student. In previous observations, I have noticed that this is a common strategy teacher and paraprofessionals use to help reduce disruptive behaviors. In this instance, the teacher did not cater to the student’s need for attention. For example, the student would do random verbal outbursts in the middle of the lesson. At this point, the teacher would either ignore the outburst and continue with the lesson. However, at times that teacher would simply...
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...Monday, May 9, I began my experience observing the special education room at Chiloquin Elementary. When I stepped into the classroom, I was immediately struck by the vibrant energy emanating from the students and the welcoming atmosphere that was carefully crafted by the teacher. Over the course of an hour and a half, I got the chance to really discover the dynamic environment, quietly observing the interactions between students and educators, as well as the physical setup of the classroom. Of course, this was no easy task as the students wanted to know everything they could about me as soon as they noticed my presence. The physical setting was, at first glance, very inviting, and I felt relaxed. There is a short carpet in the room that's...
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...This experience observing Ms. Brodsky at Hernando Elementary School has been one I will never forget. I learned, practiced, and discovered more about being an educator than I ever thought I would. I genuinely believe that I was meant to be apart of this classroom and this environment. Throughout the year, I gained confidence and skills that are essential as an educator. Every lesson, every project, and every child taught me something new. Whether it was how to engage students in a particular lesson, or how children respond to various styles, everyday was packed with helpful information. Ms. Brodsky made me feel as if I was her equal. She allowed me many opportunities to gather information and to thrive. She helped me plan lessons, she asked...
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...Observation #2: STMC & GLSP For our second observation assignment we were to observe thirty minutes of significant and instructional physical education and/or sport activity for youth. I again visited my daughters’ elementary school Pomerado Elementary to observe one of their physical education classes. I had the opportunity of watching two classes, one fourth and one fifth grade, play kickball for their thirty minute physical education activity for the day. The fourth grade class consisted of 34 students while the fifth grade class had thirty one in attendance. Each class had their homeroom teachers present along with a physical education only teacher leading the activity. Each class was split into two teams which utilized a large grass field...
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...I performed an observation in Mrs. Shirley’s resource room. Mrs. Shirley is a co-teacher and resource teacher at Tesnatee Gap Elementary. Mrs. Shirley began her day by helping another teacher by preparing her room for her because she would be coming to school late. Mrs. Shirley then returned to her room at 8:50 a.m. to prepare for her students to come to their math resource class. Mrs. Shirley greeted her students as they entered the room. The students went to the carpet, sat down, and patiently waited for instruction. One child was crying, so Mrs. Shirley asked the lady that brought the children what was wrong with him. The lady informed Mrs. Shirley that he was upset because he missed his mother. The child had been out the Friday before; therefore, he was off his routine. Mrs. Shirley comforted the student telling him that he would be able to go home soon and that he was okay. The child continued to cry; however, when Mrs. Shirley asked him to...
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...COMPLETE CLASS EDU 305 Week 1 DQs EDU 305 Week 1 Key Theories of Child Development Worksheet EDU 305 Week 2 Culture and Development EDU 305 Week 2 DQs EDU 305 Week 3 Classroom Observation Summary EDU 305 Week 3 DQs EDU 305 Week 3 Preschool Program Design EDU 305 Week 4 Applied Development Theory Handout EDU 305 Week 4 Applied Developmental Theory Activity EDU 305 Week 4 DQs EDU 305 Week 4 Elementary School Design EDU 305 Week 5 Classroom Observation and Teacher Interview Paper EDU 305 Week 5 Media Influence EDU 305 Week 5 Middle School Design Activity mode aims to provide quality study notes and tutorials to the students of EDU 305 Complete Class in order to ace their studies. EDU 305 COMPLETE CLASS To purchase this visit here: http://www.activitymode.com/product/edu-305-complete-class/ Contact us at: SUPPORT@ACTIVITYMODE.COM EDU 305 COMPLETE CLASS EDU 305 Week 1 DQs EDU 305 Week 1 Key Theories of Child Development Worksheet EDU 305 Week 2 Culture and Development EDU 305 Week 2 DQs EDU 305 Week 3 Classroom Observation Summary EDU 305 Week 3 DQs EDU 305 Week 3 Preschool Program Design EDU 305 Week 4 Applied Development Theory Handout EDU 305 Week 4 Applied Developmental Theory Activity EDU 305 Week 4 DQs EDU 305 Week 4 Elementary School Design EDU 305 Week 5 Classroom Observation and Teacher Interview Paper EDU 305 Week 5 Media Influence EDU 305 Week 5 Middle School Design Activity mode aims to provide quality study notes and tutorials to the...
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...Field Observation Reflective Paper Field Observation Reflection Paper s Albany State University March 15, 2015 Field Observation Reflective Paper Abstract Education is important. It helps improve individuals. I want a career in education as a third grade teacher. I want to potentially work in a Magnet School. Recently, I have spent a total of ten hours at Lincoln Elementary Magnet School. The experience was pure bliss. The teacher that I worked with offered me inside advice that I would not have received if not volunteering. I was given an extra push to become an educator with this experience. Field Observation Reflective Paper Education is the fundamental key of life. Education is an enlightenment experience; it provides a space where learning occurs. The purpose of education is to express, introduce, and produce skills that will intellectually and socially improve an individual. These skills help guide children and adolescent throughout life and experiences. Education expresses new ideas. These ideas evolve individuals to think critically and form their own ideas on lessons. Education also introduces new lessons in which will ultimately do the standardization and basics of educationthe lessons. The skills that education provides are thinking critically, time management, and social skills. The social skills include speaking with others, making new friends, and sharing...
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...& Section: II Resource Teacher: Mrs.Leonor V. Tacuhan Date: August 8, 2012 Cooperating School: Antonio V. Apostol Sr. Mem. Central Elementary School An Observation Guide to the CLASSROOM VISIT Read the following statements carefully. Then write your observation reported on the provided space. 1. Describe the community or neighborhood where the school is found. 2. Describe the school campus. What colors do you see? What is the condition of the building? 3. Pass by the offices. What impression do you have these offices? 4. Walk through the school halls, the library, and the cafeteria. Look around and find out the facilities that the school has. Observation Report An Observation Guide to the CLASSROOM VISIT Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data. 1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, visual aids, announcements, do you see posted? 2. Examine how the furniture is arranged. Where is the teacher’s table located? How are the tables and chairs/desks arranged? 3. What learning materials/equipments are present? 4. Observe the students. How many are occupying one room? 5. Is the room well-lighted and well-ventilated? CLASSROOM FACILITIES MATRIX Classroom Facilities Description (location, number, arrangement, condition) 1. Walls There are rooms which lacks picture displayed on the wall...
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...Name: Karisa Wilson Section: 002 School Attended: Willard Elementary School Background & Contextual Factors (min. of 1 page) Willard Elementary is a school that would be described as a neighborhood school. There is not a busing system for the students, most walk to school or are dropped off by parents. The school provides educational services to a total of two hundred and seventy-one students. This school is located in what I would consider an urban community and serves a large majority of students from poverty. There are ten classrooms at Willard Elementary with an average of twenty-two students per class. Willard Elementary actually has ten percent of its students labeled as chronically truant. The ISAT scores at Willard are below the state...
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...An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training and Classroom Integration Journal article by Robin D. Groce; Reading Improvement, Vol. 41, 2004 | | | | | |An Experiential Study of Elementary Teachers with the Storytelling Process: Interdisciplinary Benefits Associated with Teacher Training | | | |and Classroom Integration. | | | | | | | |by Robin D. Groce | | | |The purpose of this manuscript is to describe how elementary teachers used their experiences in a storytelling inservice training to teach| | | |lessons in language arts, science, social studies, and bilingual education. Qualitative research methods were used in simultaneously | | | |collecting and analyzing data. Storytelling was found to be a valuable tool for motivating students to listen and engage in content area | | | |lessons, improve reading skills in the content areas, and as a springboard for beginning units and...
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...Pope Elementary School Pope Elementary School is in Cypress, Texas. Pope’s classrooms are all open concept. The class rooms do not have doors and the walls are made of glass. To enter the school everyone needs to push a button and then the main office opens the door. The speech language pathologist who works at Pope Elementary School, has an office to consult and provide information to parents and a classroom within the main office to work with the children. The speech pathologist works with the students in small groups. The speech pathologist works with children with language disorders, voice disorders, fluency disorders, dysphagia. The speech language pathologist at Pope provided therapy to children with an articulation disorder, preschoolers with a speech and language delay, and a child with a fluency disorders, during my observation. Articulation disorders are common in schools, which is why most of the information and content below is related to articulation. The articulation problems I observed included the misarticulation of /r/,...
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...THE RESEARCH PROBLEM Introduction This Action Research was undertaken to describe the impact of teacher-made advance exercises as intervention on disruptive behavior of pupils when learning division skills in elementary arithmetic operation. The subjects of this study were Grade Two – A pupils who were constantly disrupting the class during Mathematics period taken from the list made by the teacher through visual observation. For the last two grading periods handling a cream class, a lot of repeated disruptive behaviors such as incessant talking or getting out of their seats to name a few, which were very taxing to the teacher, were observed. These disruptive behaviors were mostly due to boredom especially to those pupils who got to finish their seatwork fast. This called for a classroom management skill. Hollowell (2013) mentioned in her article that classroom management skills are essential for all teachers. Supervising a group of children with different personalities and backgrounds is a challenging task. You are responsible for their academic growth while ensuring that the learning environment stays welcoming and secure. This includes dealing with disruptive pupils. According to Tyson (2013), disruptive students are always present in every classroom. Regardless of scenario or perhaps how great you happen to be as being a teacher, in one way or another they will and can be found. All of which will develop problems provided an open possibility. But we cannot...
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...435 Week 4 Classroom Observation Reflection Paper EED 435 Week 4 Assignment Dance, Movement, and Music Integration Strategies Template EED 435 Week 5 Arts Personal Philosophy Paper EED 435 Week 5 Multicultural Unit EED 435 Week 5 Arts Integration Strategies Presentation ------------------------------------------------------------------------------------------ EED 435 Week 1 Arts Standards Scavenger Hunt (UOP) For more course tutorials visit www.tutorialrank.com Complete the University of Phoenix Material: Arts Standards Scavenger Hunt located on your student website ------------------------------------------------------------------------------------------ EED 435 Week 2 Co-Planning Arts Integration Scenario Paper (UOP) For more course tutorials visit www.tutorialrank.com Write a 700- to 1,050-word paper based on the scenario you chose from the Co-Planning Arts Integration Scenario in Week One. Include the following in your paper: A description of the development stage and critical thinking skills of the children in the scenario you chose An explanation of how the developmental stage and critical thinking skills of the children relate to the unit in the scenario A description of how you would lead a discussion with the children based on the art you selected for the Co-Planning Arts Integration Scenario ------------------------------------------------------------------------------------------ EED 435 Week 4 Classroom Observation...
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...Teacher Interview and Observation on Lesson Implementation Theresa Flournoy University of Phoenix/Axia College EDU 310 At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2 hours long. During the observation of Mrs. Lawrence classroom, I noticed how the students flocked under Mrs. Lawrence as she started reading one their favorite books before they did their afternoon lesson. For some reason I got an excitement about doing this interview. My Observation of a Lesson Plan Once the story was over, Mrs. Lawrence had the students to go back to their desk because Math class was getting ready to begin. Mrs. Lawrence reminded the student that they would continue with their study on multiplication as they have been doing for the past two weeks. Mrs. Lawrence listed math objective on the chalk board and manipulative on the back table. When the lesson begins, the students are in a large group and then they moved to...
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