Classroom Observation Essay

Classroom Observation Essay-62
The students were put in teams to work at the stations. Sandage on reading their chosen book, another station would have the students work independently on writing cursive letters, another group worked on computer and practiced reading test taking questions, and the other group worked on their math facts with the computer also. Preparation: Working with students in a small group while the rest of the class is doing something else can be tough.I believe that they were put in teams based on performance level because all of Mrs. Students that are just waiting on the small group may become distracted, not work on what they are supposed to, etc. Sandage planned a great stations lesson that had the entire class working hard throughout the class period. Sandage planned, I can see that the students have been working on reading comprehension and fluency, gaining knowledge on reading skills, writing in cursive, and working on their math facts. Sandage prepared each station with these concepts to practice so that each student in the room can work on these tasks with the same amount of time. Sandage used a timer on the Smartboard so the students could map out their time limits at each station before being told to rotate. Sandage was leading what the reading station in the back of the room at a round table.Sandage (who is a 1st year teacher at Stevenson Elementary) put the students in stations.

The students were put in teams to work at the stations. Sandage on reading their chosen book, another station would have the students work independently on writing cursive letters, another group worked on computer and practiced reading test taking questions, and the other group worked on their math facts with the computer also. Preparation: Working with students in a small group while the rest of the class is doing something else can be tough.I believe that they were put in teams based on performance level because all of Mrs. Students that are just waiting on the small group may become distracted, not work on what they are supposed to, etc. Sandage planned a great stations lesson that had the entire class working hard throughout the class period. Sandage planned, I can see that the students have been working on reading comprehension and fluency, gaining knowledge on reading skills, writing in cursive, and working on their math facts. Sandage prepared each station with these concepts to practice so that each student in the room can work on these tasks with the same amount of time. Sandage used a timer on the Smartboard so the students could map out their time limits at each station before being told to rotate. Sandage was leading what the reading station in the back of the room at a round table.Sandage (who is a 1st year teacher at Stevenson Elementary) put the students in stations.

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At Stevenson, most students are Hispanic, White, Black, and Asian.

The Bloomington community also consists of those in the and middle class, therefore it is assumed that the families of the students attending Stevenson Elementary School are in those economic statuses.

She talked about how Amir must have felt in the story because she felt the same way at first until she made friends as well.

As a reader, one of the best ways to understand a text is to connect with it personally in some way and this student was confident in her connections within the reading. Lesson Two On my section day of observations at Stevenson, I had the pleasure of observing a general classroom that Mrs. During my prior observations, I have not had the opportunity to see a classroom with ELLs other than observing and teaching a bilingual classroom.

student did a great Katia used oral language to make the content clearer.

Written language is used in the sense of the text the student was reading.Mikayla Gear TCH 321 Classroom Observations For my TCH 321 class, I had the opportunity to observe an ESL teacher, Mrs. I got to observe how she works with English Language Learners at the school and see, first hand, how it is to teach ELLs.During this experience, I was excited to be able to see what applying what I learn in my ESL classes in a situation.Once they started the lesson, Katia was more than willing to read most of the pages in the story aloud. Thomas to split the readings one at a time, however, Katia was eager to read more than Mrs. During parts of the lesson, Katia would be unsure of a word or phrase. Thomas noticed her struggling, she gave Katia words of encouragement, such as your can do and After saying these motivating words, Katia performed much stronger at struggling times and was successfully able to continue with the lesson. Thomas provided activities for Katia to do to apply her content and language knowledge.She acted excited to know that her teacher believed in her and from then on so did she. The lesson tested reading fluency and reading comprehension.This way, the student felt comfortable reading out loud. Thomas and Katia spent time on comprehension questions and that book provided and also what Mrs. using her funds of knowledge of social cues and reading concepts, Katia was successful in answering the questions, speaking, during the lesson. Lesson Delivery: One thing that I loved about this lesson was that the lesson was the perfect amount of time and was paced at the level. Thomas was doing a student read aloud Carmen find only one object on the treasure hunt, why does Amir want to go to school now, what makes Carmen a good friend, etc. Thomas added personal questions about the story, such as you have friends when you first came to this school?Did you make With these questions, Katia made many connections to the book, especially because she has experienced being a new student at a school before.Katia was to look at the illustrations to test her comprehension on social cues based on what she saw on each page.Once she finished looking at the pictures, she then began reading at her own pace.The school seems to consist of many resources for the students! Lesson One During my first observation, I spent time in Mrs. Thomas was helping Katia gain and enhance her reading and comprehension skills.office where she does her meetings with her ELL students. Thomas was working with a 3rd grade student named Katia. She is currently living with her aunt and her father in Bloomington. Thomas, the Response to Intervention program, small group classes, and gets help with mathematics from an ESL teacher as well. Thomas and Katia were working on reading skills using pictures, asking comprehension questions, and learning new vocabulary while reading a story within a on textbook. The activity that she had Katia participate in was to take a look at a story in a textbook, but focus on only pictures first.

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