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Special Education Class Observation Essay Assignment

Classroom Teacher Observation Report

1796 words - 7 pages I was unprepared, unknowing, and curious about what South County middle school would offer me for my observation. South County is established in a well developed neighborhood with most of the houses costing $329,232 or more. The middle school has over 1,100 students with different ethnic backgrounds including: 59% Caucasian, 29% Hispanic, 6% African American, 4% unknown ethnicity, and 2% Asian (publicschoolreview.com, 2013). As I walked into the middle school the Leander ISD vision is posted on the walls stating, “Every student is encouraged, supported, and challenged to achieve the highest levels of knowledge, skills, and character.” South County tries to uphold this vision by... VIEW DOCUMENT

Classroom Observation Report

2189 words - 9 pages I. Introduction In this document, I will describe a teacher and her students in an observation I did in a false beginner English as Second Language (ESL) class at the University of Texas. The purpose of this report is to reflect on the teacher’s teaching strategies and class environment in relation with what I have learned in my Teaching Methods class. Throughout this paper, a variety of students’ and teacher’s behavior will be discussed that will be analyzed in the reflection section. II. Before the Observation After I arranged a day and time to go observe the ESL teacher, she asked me if we could meet a few minutes before the class to give me a brief overview... VIEW DOCUMENT

Classroom Observation Report

2228 words - 9 pages Classroom Observation Mrs. Laners’ teaches first grade at Smallville Elementary School in Smallville, Ohio. Her class is made up of nineteen students, eight of which have been diagnosed with ADHD. In addition to ADHD one student has also been diagnosed as oppositionally defiant, meaning he does the opposite of what is being said to him. He is the only student to have his own desk; all other students have assigned seats along three long tables on one side of the classroom. There is no teacher assistant assigned to this classroom. The... VIEW DOCUMENT

Classroom Observation Report

1779 words - 7 pages Classroom Observation Memphis Intermediate School is located in the city of Memphis, TN. It is comprised of grades 3-5 with a total enrollment of 464 students and a student/teacher ratio of 20. Memphis has been in operation for only seven years and is a public school. The ethnicity of the student body is largely White at 86%, followed by Hispanic 6%, Multi-racial 2%, Asian 2%, Native American 2%, and Black 1%, “not provided” and Pacific Islander are both less than 1%. There is prevalence of students who require free or reduced lunch, about... VIEW DOCUMENT

Classroom Observation Report - 1461 words

1461 words - 6 pages Classroom Observation INTRODUCTION I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed. OVERVIEW Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing... VIEW DOCUMENT

Classroom Observation Report - 1240 words

1240 words - 5 pages Classroom Observation I use to believe that being a teacher was going to be eight hours of teaching and being with children. Being a teacher seemed to be the easiest career choice out there for me. After viewing the students of all ages and levels, I have changed my opinion of teaching. There is an unknown side to the world that can only be seen when inside a classroom. Watching the students have made me realize that being a teacher will carry some difficulties. Observing has made me realize that there is more to teaching, the... VIEW DOCUMENT

Classroom Observation Report - 961 words

961 words - 4 pages  Classroom Observation On Monday February 24, 2014 I visited Mrs. Randus’ third and fourth grade split class at Kline Elementary. Her classroom consisted of a mixture of third and fourth grade students who were tested and labeled as gifted in various subject matters. Mrs. Randus was responsible for teaching the children language and reading skills. The class consisted of an equal number of boys and girls, along with a wide variety of cultures. According to my observation, Cushner, McClelland, and Safford (2000) were correct when they stated,... VIEW DOCUMENT

Classroom Observation Report - 937 words

937 words - 4 pages These observations were made in three collegiate ESL courses during the semester, a Writing Class, a Grammar Class and a Reading/Discussion Class.     Writing Class This class was mainly teacher-centered.  The teacher explained the agenda, reviewed a feedback survey, and then led the next activity which lasted about 1 hour.  Even though she elicited student participation, she facilitated the discussions.  As the class discussed each student's essay map on the overhead, she asked students to critique the quality.  Sometimes she scaffolded the critiques to bring awareness to the main grammatical problems.  The Attention Theories, including Krashen's Monitor theory and Bialystock's explicit... VIEW DOCUMENT

Classroom Observation Report - 1425 words

1425 words - 6 pages I observed an upper level biology class, in which the teacher is applying a combination of collaborative (team-based) learning, problem-solving approaches, discussions on "what-if" scenarios and student-teaching. Below you will find a general overview of the class, a crude analysis of reasons for various successes and problems, and finally a more detailed analysis of things to address in this particular class. Overview The class atmosphere was congenial and the students were actively engaged in discussion. You have clearly developed a format where students participate in"authentic" discussion and understand theiraccountability to that discussion and to their peers. The learning... VIEW DOCUMENT

Classroom Observation Report - 2420 words

2420 words - 10 pages Before I observed this particular class, I looked up information about the English Language Program (ELP) on-line. This program is designed for people who wish to expand their English for communication, study, business, pleasure, etc. This program offers four core courses. The core course that I observed was an Intermediate Reading and Discussion group which meets every Tuesday and Thursday from 1:00-3:15. Before the class observation: I met the instructor before class to discuss overall goals as well as goals for that day’s lesson. The overall goal of the course is to improve reading comprehension skills, increase vocabulary and reading speed, and develop discussion skills. The goal of... VIEW DOCUMENT

Classroom Observation Report - 1137 words

1137 words - 5 pages Classroom Observation      Maria and I were going to observe a kindergarten classroom social studies class that combined their lesson with a first grade class. We were scheduled to arrive at 2 PM. When I arrived at 1:50 PM, Maria was waiting outside the school and informed me that she had already gone in and was told that there was going to be a fire drill in just a few minutes. We waited for the fire drill to finish and then went into the class. The time was about 2:10 at this point, so the teachers were running a little behind.      When... VIEW DOCUMENT

Classroom Observation Report - 1305 words

1305 words - 5 pages Classroom Observation After fifteen hours of classroom observation, I look forward to being a teacher even more than at the beginning of this semester. However, there is a lot more to learn about the profession of teaching. It is very different than what one might anticipate. Everything I have learned up to this point has only made my future as a... VIEW DOCUMENT

Classroom Observation Report - 772 words

772 words - 3 pages Exploration, into the workings of a classroom, always provides a unique experience. Each teacher does her class a little different. There are so many different standards that must be reached and so many different opinions on the best way to meet the requirements. Experiencing the differences in each class helps me to develop my opinion and ideas on what I want to see in my classroom and how I want to handle my students. I work at United Methodist Church’s child development center/ preschool. I did my observations there. I work full a full day on Thursday and have had the chance to see how different teachers handle different situation and how they implement there curriculum. So from 7:30 to... VIEW DOCUMENT

Classroom Observation Report - 2108 words

2108 words - 8 pages Classroom Observation When I arrived at Casey Elementary School I was sure that kindergarten was the grade I wanted to teach. After my observation was done I knew that a higher grade was more appropriate for me. Working with such young kids at a close proximity had given me a better perspective of what grade and age I would be most beneficial and more comfortable teaching. Observing in the classroom has given me a larger standpoint about myself and my capabilities in the classroom. Observing at Casey Elementary I received... VIEW DOCUMENT

Psychology-Naturalistic Observation

1737 words - 7 pages Naturalistic Observation Primary Reference Source Loucopoulos P and V Karakostas (1995) System Requirements Engineering. McGraw Hill International. Summary description Observational methods involve an investigator viewing users as they work and taking notes on the activity which takes place. Observation may be either direct, where the investigator is actually present during the task, or indirect, where the task is viewed by some other means such as through use of a video camera. Typical Application Areas Useful early in specification for obtaining qualitative data. This method is an alternative (non-involving) version of Contextual Inquiry. It is useful for studying currently... VIEW DOCUMENT

Analysis of the School's PHYSICAL Environment

677 words - 3 pages I. The Classroom Physical EnvironmentA. Observations1. Draw a map of the classroom. In your map include: clock, student desks, chairs, blackboards, computers, closets, shelves, learning centers, audio video equipment, bulletin boards, teacher's desk, plants, door, windows, animals, waste basket, pencil sharpener, tables, and other furniture and/or equipment,2. What is posted on the walls? How are displays arranged? Are people shown in the displays? List the different cultures or ethnic groups that are included in the displays.3. List the title and author of ten books that you see on the shelves.4. Describe the view seen through the windows.5.... VIEW DOCUMENT

My Personal Philosophy of Education

1186 words - 5 pages Education is not a group of classes containing a series of facts to be used on a test and then forgotten. Education is a series of tools that students use every day in the classroom and in the real world. The English language is the primary language of the United States and people use it to communicate throughout the world. Yet, many students have difficulty using the language properly. As an educator, I would like to make a difference and help students write better and use proper grammar and punctuation. All students are capable of learning and learning about language does not mean students simply learn a series of rules. Using the language is the key to understanding it. Like many... VIEW DOCUMENT

Teaching Status Report

1439 words - 6 pages Teaching Status Report After the wondering, dreading, and preparing, I am teaching in a middle school classroom. I entered the school feeling very ready. After weeks of studying, discussing, and writing about topics related to teaching, I was ready to implement my learning. During my first week I started by simply observing my cooperating teacher. From this observation, I have formed many opinions and views on my teacher’s approaches to classroom management and other topics. In regards to classroom management and discipline, my cooperating teacher is a naturally confident and strong-minded individual. When he walks into a classroom, he commands attention and even his peers feel... VIEW DOCUMENT

Technology and Education

1734 words - 7 pages Technology and Education The idea of integrating technology (like computers in every classroom and an overhead projector that is connected to the teachers computer) into education is a relatively new idea, and when I first started researching the topic I tried to look for the adverse effects of technology and education. Through my research I have decided that integrating technology into the classroom is indeed a good idea. Even though some teachers and students have a hard time working with the new technology many schools are starting to use, the adverse effects of technology do not compare with all the benefits of integrating technology into education. The Ameritech Electronic... VIEW DOCUMENT

Bullying Research Study

2721 words - 11 pages Studies indicate that bullying is highly prevalent in classrooms today and that bullying has negative consequences on self-esteem, motivation and learning. Administrators understand the seriousness of bullying and agree that prevention programs should be implemented. Studies have been conducted on how to prevent bullying using school-wide inclusion programs but no studies have currently been conducted regarding one teacher’s attempt at providing a safe learning environment using these resources. As well, no current studies have confirmed which separate elements of these approaches can offer an educator success. Design The researcher will study this particular phenomenon by observing... VIEW DOCUMENT

Behavior Modification

2085 words - 8 pages Behavior Intervention 1 RUNNING HEAD: Behavior Intervention Behavioral intervention of a schoolboy displaying low on-task behavior in his classroom Behavior Intervention 2 Abstract The on-task behavior of a schoolboy aged 11 named Alan was monitored over an intervention period of 39 days. This period consisted of observation, intervention and follow-up segments. Target behaviors were defined. These behaviors were then isolated during the intervention to extricate the functional association of antecedents and consequences. Previous studies from the Journal of Applied Behavior... VIEW DOCUMENT

Special Educational Psychology

525 words - 2 pages Special Education "" Final Exam Review 1999 1. You will be teaching a grade 3 class in September and want to use learning centres. Your class has a wide range of students including: 3 gifted, 3 with reading difficulties, 3 who act out and disrupt. Parents have been very resistant to the idea of centres because of the Grade 3 assessments. To address their concerns, the principal has arranged a Parent Meeting so that you can present your learning centres approach. Outline your presentation. Remember to include"¦ 2000 1. You are teaching a Grade 3 class. You are using learning centres,... VIEW DOCUMENT

Evaluate the existing appraisal system of any institution. If there is no appraisal system, then why isn't it there?

4957 words - 20 pages IntroductionThis presentation focuses on the teacher appraisal system and practices that contribute to the ultimate goal of enriching the educational experiences of the students. There is no magic formula and no definitive appraisal system or model. There are however, some basic principles and essential practices for implementing those principles that make a difference in most schools.In order to evaluate the above , a case study research is taken up to update us with what is going on regarding the teacher appraisal setup in out schools.It concludes by evaluating the data collected. Then the case... VIEW DOCUMENT

Mobile Devices

694 words - 3 pages Mobile devices such as mobile phones, smart phones, palmtops and handheld computers (personal digital assistants (PDAs) and tablet PCs Kukulska-Hulme (2005) add an extra dimension to the technology used in teaching and learning. This change has led to a new concept called m-learning (mobile learning) and there are now a number of examples where mobile devices have been integrated into formal education and/or informal learning (Kukulska-Hulme 2009). Opportunities such as learner-centred learning and learning outside the classroom are made possible within m-learning due to the number of different attributes that are offered by mobile devices (Kukulska-Hulme 2005). Pachler et al, (2010)... VIEW DOCUMENT

Field Study

2669 words - 11 pages Fs 1 episode 1 school as a learning environmentDocument TranscriptFIELD STUDY 1 The Learner's Development and EnvironmentEpisode 1SCHOOL AS A LEARNING ENVIRONMENT______________________________________________________________________________Name of FS Student Noel JabagatParohinog___________________________________Course _ BSED major in English__________________________ Year & Section I-CResource Teacher Mrs. Flerida L. Demegillo Signature _______________Cooperating School Binalbagan Catholic College - High School Department Your Target At the end of this activity, you will be competent in determining a school... VIEW DOCUMENT

Is Ethnography a Suitable method for Research

2303 words - 9 pages Is Ethnography a Suitable method for Research on Residential Satisfaction and Community Participation. Ethnography within its wider field of research is described as the study of people’s behaviour in terms of social contexts, with emphasis on interaction in everyday situations (Lindsay, 1997). It is further defined as research that constitutes the art and science of describing a group or culture (Fetterman, 1989). However, the specific definition that will be used throughout this work, is that of its role within qualitative research, which is summarised by Wainwright (1997) in his paper in The Qualitative Report, stating that ethnography can be distinguished as: “...the... VIEW DOCUMENT

The Benefits of Co-Teaching

1776 words - 7 pages Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education... VIEW DOCUMENT

Teacher Quality and School Effectiveness

2290 words - 9 pages 2. SCHOOL EFFECTIVENESS In recent years, the quality of education became both a subject of scientific inquiry and an applied field of interest in educational policy and management (Bosker & Scheerens, 1989: 41-751 . School effectiveness is defined by Sihono Yusof (2012: 142-152) as the ability of a school to reach and maintain aims and objectives in the manner that it can been seen as an reflection on the extent in which a school can achieve there function in the fields of technical and economics, human and social, political, culture, and educational policy and management (Scheerens, 2013: 4). School effectiveness is also defined by Scheerens (2000, 20) as the way in which schools ... VIEW DOCUMENT

The World Around Us: A Virtual Museum

1696 words - 7 pages Context Creationism and intelligent design should be given the same status as evolution in the classroom according to 29% of teachers in a poll by Teachers’ TV (2008). While half of those polled considered otherwise, some 89% thought it should be discussed if raised in a science lesson. Such views from the metaphorical ‘chalk face’ no doubt reflect the reality of the classroom but resources geared to facilitate this are sparse indeed. Nor are such views confined to teachers. In a survey of the UK population some 27% considered that intelligent design should be taught alongside evolution in science lessons. (Lawes 2009). A recent survey among churchgoers revealed that 61% thought... VIEW DOCUMENT

FE Research Outline

961 words - 4 pages In this outline, I will briefly describe my area of focus in my research provided with reasons. Then, I will go on to describe observations that I find inspiring, useful and worth mentioning. The research question will be stated and methods of data collection and respective difficulties will be illustrated thereafter. Finally, I will indicate what I have already read and what I intend to read in the bibliography. Area of Focus In my research, I will focus on the area of motivations. It is because in my observation, I found most students on task even they have been misbehaving, let alone what ability they have, what year they study or what lessons they attend. I have never seen this... VIEW DOCUMENT

Effects of Sustained Silent Reading in the Elementary Classroom

1476 words - 6 pages Introduction Many elementary schools promote sustained silent reading time. In sustained silent reading, students read silently for a designated time period every day in school. It will usually last for about 20-30 minutes. They select their own reading material and are not asked to answer comprehension questions or write book reports. Sustained Silent Reading is based on the theory that the more a student reads, the better the student will comprehend what they are reading. This will lead to better attitudes about reading, higher test scores and a better vocabulary. Teachers devote class time to drop everything they are working on so the students will have a chance to stop and read... VIEW DOCUMENT

This essay is concerned about training and development of a specific restaurant.

5613 words - 22 pages Executive summaryThis report is used to analyze the Rotot Sdn. Bhd., which is own by Mr. Gabriel and his business partners, training activities that are conducted currently. In this report does not only refer to the training program of the company, but also the trainers, trainees, training parameter and implements some of the proper training activities that have been analyze according to the theory and practical. After analyzing the training activities that have been done by the Rotot corporate, most of the training process was not properly done. For instance, the individual need assessment does not fully reflect to the needs of the trainees and trainer; secondly, the trainers... VIEW DOCUMENT

The Inclusive Learning Assignment

1946 words - 8 pages It has been theorised by Liddle (1963) that disaffected children can make up to 25% of the school population, however this term can refer to several different groups of students, including those with SEN needs. From what I have observed and the classes I have taught I feel that there tends to be around three or four ‘invisible children’ per classroom, depending on class size. These children are generally overlooked by members of staff as do not openly contribute to class discussions and most importantly never cause any disruption. The following essay will attempt to look at the strategies available to include this group of children within the maths classroom, linking together observation and... VIEW DOCUMENT

Kansas Education Statistics and my Student Observation of a First Grade Classroom

2401 words - 10 pages In 1861, the Sunflower State was adopted into the USA as the 34th state. It is home to the geographical center of the United States and not to forget the largest ball of twine ever recorded. With its vast plains and prariers Kansas is the largest producer of wheat and is known as the ‘bread-basket state’. Many schools in this agricultural governance still base their hours around the harvest schedule allowing the children to lend a hand in the tradition of family farming. There is currently over 2.8 million Kansans calling this prairie land home. Kansans are predominantly white, Christian, republicans and have an average income of about 50k with about 11% below poverty. Recent educational... VIEW DOCUMENT

Teacher Selection, Supervision, and Evaluation

1588 words - 6 pages Personnel selection, supervision, and evaluation are significant factors in employing the right person for the right job. Teachers are no exception. In fact, the task of hiring quality teachers is vast given the implication that a school must adhere to the decision permanently with little recourse to alter the choice of the selected candidate. While discovering a perfect formula would be ideal, many variables exist in each process. While every school aspires to hire top educators, efficiently supervise teachers, and effectively evaluate them, obstacles can impede success when high-quality teachers are not in the classroom, which negatively impacts student achievement. Hiring is merely the... VIEW DOCUMENT

Implementing Technology in the Mathematics Classroom

2330 words - 9 pages It has been over a decade now since we’ve been hearing from federal agencies, professional organizations and teaching accreditation agencies about the need to integrate technology into school curriculum. Culp, Honey and Mandinach (2005) reported despite several educational reports and other governmental reports of the large investments in instructional technology resources, computers, high speed internet access and other forms of technology within the country’s schools are yet to be effectively integrated into instruction in most our nation’s K-12 classrooms. The true meaning for technology integration means to integrate different forms of technologies and technology-based resources and... VIEW DOCUMENT

Students with Learning Disabilities in the Private Regular Schools

1629 words - 7 pages An investigative study into the curriculum provisions that help students with learning disabilities in the private regular schools of Dubai achieve better academic skills. I. Introduction The current universal trend of including students with special needs in an inclusive setting has gained momentum in the United Arab Emirates with the advent of the federal law 29/2006. Moreover, it is in accordance with the United Nations Salamanca statement (UNESCO, 1994) wherein it ensures that education is a fundamental right for every child and it is the responsibility of the state to provide the adequate opportunity to achieve the child’s maximum potential. This study would help to obtain an insight... VIEW DOCUMENT

Early Childhood Observation

1910 words - 8 pages Chaos, disaster, everything destroyed. This is the visual that I thought I would see when entering a classroom filled with twenty kindergarten students. Sandy Creek elementary school breaks that vision as the students can be seen walking reverently and hastily to get to the gym for their morning messages from the principal. With over 670 students, the gym was filled with chatter and excitement to hear what the announcements were for that day (Texas Education Agency Accountability, 2013). Sandy Creekelementary lies right on the boarder of the cities Cedar Park and Leander and is hidden behind the Running Brushy middle school. Since 2006 the school’s amount of students has been slowly... VIEW DOCUMENT

Staffing

1113 words - 4 pages All About Staffing I. Nature of Staffing Staffing is an organization-wide function, comparable to other functions such as marketing, focused on solving problems and adding value with a company's human, social, and intellectual capital. Staffing includes attracting and hiring talented people, as well as developing, appraising, and rewarding them through performance management and training programs. Staffing has a heavy legal emphasis, since employment and labor laws significantly impact both employee and employer rights and responsibilities. Staffing is the process of recruiting, selecting and training of personnel. It means putting the right men on the right jobs. All business... VIEW DOCUMENT

Motivating Your K-12 Students

3446 words - 14 pages Motivation affects nearly 75% of K-12 learners in education. It is a problem that effects students' learning ability, causing them to detach from the classroom setting, which later results in failure on standardize tests. Motivation is very essential in education. It implicates the reason of a child's actions and behaviors in a particular way. The theoretical background for this study centers around ways students' interest level arises and fails, and what strategies and activities motivates them when learning. Educational researchers pronounces that students are motivated in education, proving that they learn best when they take lead of the academic curriculum. By taking lead of the academic... VIEW DOCUMENT

satan's speeches

6305 words - 25 pages European Scientific Journal May edition vol. 8, No.11 ISSN: 1857 - 7881 (Print) e - ISSN 1857- 7431 THE USEFULNESS OF SYSTEMIC FUNCTIONAL GRAMMAR AND ITS IMPACT ON STUDENTS' COMMUNICATIVE SKILLS IN ESL CONTEXT Hayder AlHamdany The University of South Australia, The Division of Education, Arts and Social sciences, School of Education Abstract As globalization spreads investigation of the teaching of... VIEW DOCUMENT

Normalisation

1046 words - 4 pages Normalisation, as defined by Ashman & Elkins, (2008) is the ‘belief that people with a disability or impairment should enjoy the same rights, privileges, opportunities, and access to services and facilities as those who do not have impairment’. In a country where diversity and equality are promoted within our nations Identity, the concept of ‘Normalisation’ is a concept which should also come naturally to Australian societal behaviours. Normalisation is a process which cannot operate without the appropriate support from both the educational community and the wider community. This support exists within the integration and development of Policies, Principles, Legislations and Frameworks.... VIEW DOCUMENT

A Case for Formative Assessment

2337 words - 9 pages Introduction: Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains. -Black and William, 1998b, p. 140 This conclusion from influential review of research by Black and Wiliam (1998a, 1998b) on formative assessment has changed the face of assessment in current education system. This comprehensive review emphasises the potential of assessment in raising standards i.e. assessment for learning (AfL). During research, it was found that pupils gain achievement when teachers rely on formative assessment/s. Another outcome from their study claims that certain formative assessment practices... VIEW DOCUMENT

You are to write a bid to win money to develop your creative learning environment

1576 words - 6 pages There used to be a time, when the world once offered various kinds of free play to children, they once had access to the world at large; whether it was streets, alleys, or forests, where they were able to interact with the natural world without restriction. Today the lives of children are more structured and supervised. Concerns for safety and with modern housing offering limited or no outdoor play spaces keep children away from natural experiences. When children have free time, it is more often than not spent in front of the television or computers. If children aren't at home they are in schools. Unfortunately school environments are situated in grounds which are uninviting, sterile and... VIEW DOCUMENT

Special Needs

3701 words - 15 pages Special Educational Needs What are the four separate categories of Special Educational Needs and constituent sub-categories, as detailed in the S.E.R.C. report? 1. Pupils with learning difficulties and disorders ·     Pupils in need of Remedial Teaching (Learning Support) ·     Pupils with Specific Learning Disabilities ·     Pupils with Specific Speech and Language disorders 2. Pupils with Physical and Sensory Disabilities ·     Pupils with Physical Handicap ·     Pupils with Hearing Impairment ·     Pupils with Visual Impairment 3.... VIEW DOCUMENT

Teacher Effectiveness Evaluations

1817 words - 7 pages There are many concerns that teachers have about rules and regulations in education. Depending upon the teachers’ focus areas, they might be worried about the development of special education; if their primary focus is athletics, they are concerned about pass / play; if a teacher is in charge of an organization that is in need of extra funds, they are worried about the new rules concerning fundraising that view raffles as gambling. All in all, they all have legitimate concerns. The new teacher evaluation system, however, seems to be the most relevant, pressing concern. The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher... VIEW DOCUMENT

Observation Report: Social Challenges in Schools

1090 words - 4 pages School is a very unique and significant journey in an individual's life. During these years a child develops and blossoms considerably, in almost every aspect of their being. There are numerous factors that influence a child's educational experience and their attitude towards school. Factors such as family life, peers, cognitive ability, personal integrity, administrative demeanor, race, socioeconomic status, and culture are exceedingly dynamic and, in most cases, ultimately fashion lifetime characteristics. In this observation report I will assess the ways in which a group of sixth graders convey themselves in their school environment.My research began at a middle school called... VIEW DOCUMENT

Gender Inequity in Education

4111 words - 16 pages For years, females have been marginalized by American society. Until 1920, they could not participate fully in the so-called democratic organization of this country by way of voting, and even then, it was considered "improper" for females to be involved or interested in politics. In years past, females were discouraged from entering certain professions, as the general consensus was that jobs that required intense levels of higher training were "male-only" jobs. Similarly, the place for females was considered to be at home taking care of the children, rather than attending university or going to work. Today, however, things are different. The outlook for the future is much brighter. Females... VIEW DOCUMENT

Intervention Plan

2302 words - 9 pages Intervention Plan In order to fully understand and meet the needs of learners, teachers must be knowledgeable in using a variety of methods for assessment purposes. What is important is that teachers are able to understand and use assessment in a way that meets ‘best practice’. As students learn their knowledge expands and their skills develop, and for that reason teachers must use a combination of strategies to meet best practice in assessment. Not only must assessment follow learning in order to gauge a student’s performance for example, but there is also a place for using assessment before instruction in order make informed future instructional decisions. In order to demonstrate... VIEW DOCUMENT

Classroom Observation Report Essay Examples

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CLASSROOM OBSERVATIONS -- What Will You Look For?

These observation assignments are designed to help you have a more productive learning experience when you do your 30-40 hours of observations. I would hope that you will all get a chance to help out in class - take attendance, work with small groups of students, grade some student work, perhaps help out with a lab or lesson. In addition to any teaching opportunities you might have, I also want you to do some focused observations. That is the point of this assignment.

In addition to the types of assignments listed here, you will also have a checklist of "typical activities" that you need to complete in the schools. Remember that you will be evaluated by the teacher(s) you visit so be sure to spend several class periods with a single teacher.

You will also be writing 3 vignettes about what you see in the classroom. My goal with those assignments is to get you to focus on issues of concern to you. The assignment also helps you reflect upon what you see in the classroom. A full description of this is in the packet handed out in class.

Classroom teaching is a complex enterprise, with a very large number of interacting variables at play. Because of this, classroom observation becomes highly challenging. The first thing you have to do -- if you are going to avoid the trap of dealing only in vague generalities ("nice lesson", "it went smoothly", and such) — is acknowledge that complexity. The next step is to realize that you will have to isolate one or two variables (at most) and focus primarily on these. During another observation you can always focus your attention on a different subset of variables.

With that in mind, here are some of the kinds of things one might look for in a classroom observation: (Please note due dates for these observations on the syllabus.You do not have to complete each of these - some are assigned and others are 'free choice'. We will use data you collect during your observations in class.)

Your classroom observation log will have several components. The main portion of your note taking is personal. This part of the log will not be turned in. You will have several assignments that will be turned in. Directions and rationale for observation assignments are found in the course pack.
Teacher Verification Log  Teacher signature chart (located in course pack)

Checklist of Activities Performed list of activities you are required to perform and those I'd like you to do

Reflective Journaling Vignettes (3 total )
A reflective vignette is a brief written description of a classroom event. The vignette describes events that give rise to a dilemma. The vignette is written in three parts: the body is written first, the question second, and the title third. The body consists of a brief description of a single classroom event (one page or less). It tells what happened, how the teacher responded, what was seen, heard and felt. It includes no evaluative comments. The question brings into focus the particular problem that the student has experienced. The title focuses the problem to a single word or phrase. [see course pack for an example and rationale for this assignment]

You will have several observation assignments to complete during your 45 hours of field work.
Completion of the field work activities checklist
Map of the classroom
Teaching Vignettes - 3 critical incidents which you observe and have questions about
Questioning strategies data keeping
Case study of a student
Case study of the school/district
        Principal/Asst. Principal Interview
Piaget Interviews - protocol & materials to be checked out from me

At least 4 assignments to be selected from the menu below: (descriptions for each observation are below and in your coursepack. Data collection sheets are also in your coursepack.)

Gender equity
Use of manipulatives
Use of technology
Distractions
Write the teacher's lesson plan (based on what you observe)
Developmental Flow of the lesson/unit
Interpersonal Interactions
Type of interaction
Use of chalkboard/overhead, handouts & tests, use of textbook
Assignments & grading
Science as theory or fact (nature of science issues)


Map of The Room: Draw a map of the classroom. This is especially important to do in the middle school science classroom as the room might not be a dedicated science room.

How is it (or is it not) conducive to learning? What kind of a learning environment is it? What "signs" do you see in the room that science is taught & learned here? comfortable learning environment? seating arrangements? What does what you see in the room tell you about what usually happens there? How valid are your inferences?

Safety Issues: Where are is safety equipment in this room? (fire extinguishers, sinks eye wash, fire blankets, hoods) As you look around the room what are the danger points in the room?

These questions are ones you should consider whenever a teacher does a demonstration or students are doing a lab. What things that happen are potentially of danger to students? What does the teacher do to help prevent accidents?



External Factors: How many interruptions during the class period? For what? By whom? How much instructional time becomes "non-instructional" time? How does the teacher deal with these unasked for interruptions?

"Discipline"What things does the teacher say or do to establish the "tone" of the classroom? What factors contribute to making the classroom an effective learning environment? If an "event" occurs -- how did it develop? What did the student(s) do? What did the teacher do? Not do?



Use of Questions: What types of questions were asked? By whom? Who responds? How often? Were they of variable difficulty? What happens to the responses of the students? Responses of the teacher?

Some uses of questions in instruction: recall data/facts; establish the student's background of information; focusing instruction; summarizing; to arouse interest; to increase student involvement; curiosity; to punish; to embarrass; to evaluate . Notice the use (or lack of use) of "Wait Time" (see the paper by Mary Budd Rowe for an understanding of this)



Gender Issues in the Classroom:This observation form will help you become more aware of gender and racial biases in the classroom. Most teachers are unaware of difference in treatment of their students because they don't analyze what they say/do. Are all students treated equally? Are there patterns to how a teacher interacts with the students? Is sexist or racist language used? What effect might that have on students in the class?


"Developmental flow" of the Lesson: What components are present, and what is their sequence of occurrence? For example:
  • lesson usually begins with some sort of introduction, the aim of which frequently is to motivate, or to "grab" the students' interest.
  • early in the lesson, one often attempts to provide a sense of direction; aims of the lesson; focus for what will follow; objectives.
  • lesson activities are sometimes interspersed with "medial summaries"
  • at end of activities, does the teacher summarize (overall summary)?
  • does the teacher do something to find out how well students have learned the material of the lesson? (lesson "appraisal")
  • assignments and/or "enrichments" are often used to round out the lesson; some teachers use some sort of a "generalizing experience" which helps students to broaden their understanding of a concept or skill.

Interpersonal Interactions: What is the "flow" of classroom communication? Primarily from teacher to students? How much communication moves in the reverse direction? How much exists between students? Appropriateness" of that flow?

What is the role of the teacher in this lesson? (i.e., source of all the information? facilitator? or what?) What evidence is there to indicate the degree to which students are actively involved in learning?



Type of Interaction: Lecture, lab or workshop, lecture-demonstration, supervised study, discussion, review lesson are examples of categories (this is merely a broad classification; therefore, not particularly useful, except to "label" the lesson).

Use of Learning Aids and Manipulatives: audio-visual materials? demonstration materials? models? charts/maps? live/preserved specimens? How effective do the materials seem to be? Evidence? How else might these materials have been used? Might some others have been used with greater impact?



Use of Chalkboard/Overhead Projector: Legible? Visible? Make sense? What might have been done differently? Does the teacher follow the 'rules & guidelines' suggested in the handout I gave you?

Handouts, Test, etc.How helpful are they? How do they contribute to learning? Legible? Understandable? (get copies for possible future analysis)

Use of the Textbook: Does it "dominate" what happens in class? How is it used? For what purposes? How often? How helpful is it? Do students appear to like it? Does the teacher share strategies for success with students?



Assignments: When given? What? Why? What happens to it afterward? Clear purpose? How does it relate to enhancing learning? Realistic expectations? Student reactions?

Grading: How is it handled? Student reactions? How does the teacher feel about his/her grading procedures?



Science as theory or fact?: Is theory presented as theory, or as fact? Is there an "investigative" mood in the classroom (let's find out!)? Is there a focus on doing science (as opposed to reading about it, talking about it, etc)? Is the focus on "product" or "process"? What proportion of effort on each? Is this class consistent/at odds with the Nature of Science?

OBSERVATION SHEET: USE OF LEARNING AIDS AND MANIPULATIVES

COURSE NAME:                                                    DATE:

Are audio-visual materials used? How?

Are demonstrations done? When in the lesson? How easy are they to see? Do they help make ideas clearer?

Are any models used?

Are charts/maps in evidence? Used to enhance the lesson?

Are there live/preserved specimens?

How effective do the materials seem to be? What evidence do you have?

How else might these materials have been used? Might some others have been used with greater impact?

Keep a list of all the learning aids you see being used (i.e., lab equipment - be specific, rulers, scales, burners or hot plates, computers, microscopes or magnifying glasses, chemicals - be specific). Make notes about their effectiveness at aiding in student learning.

LEARNING AID            PERCEIVED EFFECTIVENESS

 POINTS TO PONDER:
1.    List observations that lead you to think that the use of these teaching techniques with learning aids was beneficial to the students:
2.    List observations that caused you to think that the use of some or all of the learning aids may not have been helpful:
3.     Imagine yourself teaching the same lesson some time in the future.What would be different and/or the same when YOU do the teaching?
 
 


OBSERVATION SHEET: USE OF QUESTIONS

PART ONE

INSTRUCTIONS: Make a list of all the questions a teacher asks in a 20 minute period. Try to record them verbatim. Try to do this observation during a section of the lesson when the teacher will be asking lots of questions. Do this observation before doing parts 2 & 3.

OBSERVATION SHEET: USE OF QUESTIONS

PART TWO

INSTRUCTIONS: To complete this exercise, you will need to observe the same teacher and the same class during a 2-3 day interval. If possible, complete one set of observations in a high school and another set in a middle school. [if you are teaching - audio tape yourself for 3 consecutive days and analyze the tape]

Make a seating chart for each class to be observed. Use the chart(s) to keep track of which student(s) are called on. Simply tabulate the data for a given period of time (15 minutes for each observation, for example) for each class, and then do the following:

1. Create a chart or some other informative way to display the data;

2. Write a short summary of your observations; what patterns did you notice?

3. List at least three (3) inferences based on your observations. Can you predict who will get called upon for different types of questions?

OBSERVATION SHEET: USE OF QUESTIONS

PART THREE

Instructions: Classroom questions can be categorized in a variety of ways and different types of questions serve different goals. You will learn more about his during the course of the single subject program. For now, consider just three fairly broad categories of questions: (1) those which are knowledge-based, (2) those that deal with applications of knowledge, and (3) those which require analysis. In this part of the observation assignment you are asked to keep track of the types of questions asked during a given period of time -- a 15-20 minute segment of a lesson. Simply tally the questions asked according to the three categories. [if you are teaching - audio tape yourself for 3 consecutive days and analyze the tape]
 

TYPE OF QUESTION
TALLY
Knowledge-based questions 
Questions requiring applications 
Questions requiring analysis 
MAKING SENSE OF THE DATA:

Under what circumstances, and for what purposes/goals, might you, as a teacher, choose to use questions of the following types:

Knowledge-based questions:

Questions requiring applications:

Questions requiring analysis:


CLASSROOM OBSERVATION: GENDER EQUITY

Instructions for completing the chart: at three different times, for a twenty-minute interval, tally and calculate the mean number and kinds of responses observed.
 

Observation
GIRLS
BOYS
Number
Responses Noted
Responses Noted
 
Number of responses
About Behavior
About Learning
Number of responses
About Behavior
About Learning
1
      
 2
      
 3
      

During each observation interval, note if the instructor uses, or does, any of the following (record in your log):
1.    Comments that suggest gender-role stereotyping (examples: "be neat like a girl", "what would your father say?")
2.    Apparent assignment of any tasks or lesson activities according to student gender.
3.    Use of sexist (or non-sexist) language in class, in handouts, or in tests. As possible, provide examples of any observed. [refer to handout from class]
4.    How encouragement of out-of-class science and/or math activities is given.
5.    Use of sexist humor. If observed, list examples. Also list any instances where a teacher might correct another person's use of sexist humor.
6.    Any instances of support which a teacher might receive for doing something different or special for girls (i.e., support from another teacher or an administrator)

OTHER ELEMENTS OBSERVED

1.    Variety and types of learning materials.
2.    Bulletin boards: information about science careers? Are students grades publicly displayed? Any information about the role of women and/or minorities in science?
3.    Student lab or other work groups: are they single-gender or mixed? If mixed, to what extent are the girls involved in setting up experiments and/or collecting data? In group problem solving, what role(s) are taken by girls & boys? Members of different racial or ethnic groups? How are group tasks assigned ? by teacher? by students?
4.    Observe the seating arrangement of the class. Make a seating chart which displays where girls & boys sit, where members of various racial or ethnic groups sit. Are their patterns? What implications do those patterns have for you as the teacher?

NOTE: This form is based in part on Kahle, J.B. (1983). Girls in School: Women in Science. Washington, DC: National Science Board, Commission on Precollege Education in Mathematics, Science, and Technology (No. 83-SP-0798).

INTERVIEWING SCIENCE TEACHERS

As a group we will come up with interview questions to ask the teachers you’ve observed this semester. You will submit the answers to us on disk or on e-mail so that we can compile the answers.
 

THE SCHOOL:

How many students? Teachers? Others?
How would you describe the school:

THE STUDENTS:

What are some ways you would describe the students:
What proportion finish high school?
What proportion continue school after graduating?
Where do they live?
What is your perception of their life at home or in their neighborhoods?
What strategies do you use re: discipline/management that are most effective?

THE CLASSES YOU TEACH:

Number of classes and subjects taught (classes and preps)
Ability groups of your students?
 

 

THE SCIENCE CURRICULUM IN THIS SCHOOL:

Courses offered
Enrollment in those courses
Textbook(s) used
Any special courses offered
Enrollment of boys and girls in science courses
Changes in courses / curriculum during the past 5 yearsSCIENCE EDUCATION TODAY

What do you see as important trends?Issues?
Changes in enrollments and/or enrollment patterns?
Professional organizations and their activities

YOUR CONCERNS

Facilities?
Materials?
Budgets?
Other concerns?

LIKES AND DISLIKES

What do you like most about science teaching?
What do you like the least about science teaching?

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