Classroom Observation
The students poured into the classroom, and the teacher began the mass lesson immediately, without any small talk. The eighth grade class consisted of twenty students of various genders and ethnicities. The topic of the day was algebraic equations, and the teacher's authoritative attitude conveyed her firm grasp of the subject matter. Her serious tone and attitude created a sense of urgency about her goals, which were obviously to provide the students with a solid foundation in this fundamental branch of mathematics. Moreover, these were honors students, so her pace was adequate for the academic level of her students.

After describing the basic principles of that day's lessons, the teacher posed some questions for the students to work on at their desks in silence. Afterwards, the teacher went over the answers and ascertained whether all the students comprehended the lesson. To do this, she frankly asked if anyone had any…...

Educational Observation
I observed a high school English teacher as the teacher led the students through a study of Shakespeare's Hamlet. While the students have to complete a certain number of English classes to graduate, they can choose most of the English classes they take. This was not an advanced placement class, but the students in it had chosen it and so presumably had an interest in Shakespeare. There were 18 students in the class.

The teacher used a variety of activities to encourage her students to think about what Shakespeare really was trying to communicate and to foster a deeper understanding of the play.

She fostered intellectual development -- increased understanding of the play with the activities; social development as students produced projects in teams of three students; personal development as they were encouraged to find creative new ways to present old information. Students knew from near the beginning of the unit…...

Mrs. Menocal, 1st Grade, omerset Academy, Blended Classroom
Professional Background -- BA in Elementary Education, MA in English. 15-year veteran, taught English at the Middle chool level, and both 3rd and 1st grade at the Elementary level. Additional curriculum certification in literacy.

pecific Training -- 30+ hours in literacy and development reading; classes in EL and teaching immigrant children to read. These classes have been very helpful in teaching in school systems with diverse populations.

Consultative philosophy -- Regularly consult with school counselor and peers on development issues for children; particularly children who are outside the bell curve.

Development issues -- First graders still exhibit a great deal of "preschool" behavior and thus need help in both socialization and cognitive growth areas. Most of the class is fairly equal in their physical and mental development, with the exception of a few who are quite gifted and have obviously had a great deal of at…...

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Summation -- Mrs. Menocal was quite pleased with the interview and depth of questions. She was particularly excited about sharing her views on the environmentally rich classroom, which tends to incorporate the constructivist approach to learning within her day-to-day planning (see below).

Development Theory in the Classroom- Much of the professional world has a theoretical basis. This is not to rigidly ensure that each person act/react in a similar manner, especially in the classroom, but to establish a basis for commonality within a particular career orientation. One of the most enduring theoretical basis for contemporary classroom education is, ironically, one that finds it roots in Piaget, Dewey, and most recently Vygotsky and Bronfenbrenner. In different ways, all of these educators used a constructivist learning theory, and Mrs. Menocal is a firm believer in its viability for all ages of learner.. Constructivism, of course, is a theory of knowledge arguing that humans generate knowledge and meaning by way of experience. In science, for instance, this implies epistemology and experimentation, not simply lecture and instructor-generated knowledge (Kim, 2005). In general, social constructivism views each student as having unique needs and backgrounds -- and is quite complex and multidimensional. Social constructivism not only allows for this uniqueness, but actual encourages, utilizes, and even wards it as part of the learning process (Dougiamas, 1998). It encourages the student to arrive at their own version of the truth, of course influenced by their own worldview as well as the nature of instruction. The responsibility of the actual learning, then, resides with the student, and emphasizes the importance of the student remaining actively involved in the process. The motivation for learning is based, in many ways, on Vygotsky's "Zone of proximal development" -- a theory that posits that learners are challenged in proximity to their current level of development, yet slightly above.

Constructivism was abundant within Mrs. Menocal's classroom; from the use of exploratory questions and allowing students to "discover" answers on their own, to the pushing of the envelope several times when moving children out of their comfort zone and into a new zone of learning. I believe that, in the modern classroom, it is necessary to combine constructivism with a more realistic ecology for the learner. This is a synthesis of models, beginning with existing framework and gradually evolving forward. This is known as a conceptual change model which is a way to aggressively move forward with a concept that is plausible and reaches a learning conclusion that is satisfying and robust. One might literally

Math Classroom Observation
This eighth grade algebra class proved to be generally engaging, largely due to the efforts of the teacher. She does not rely solely on the text but rather uses it as a guide to preparing her curriculum and for devising equations for the students to solve in class. Otherwise, the teacher's explanation of the day's material comes across as being completely professional and based on a solid understanding of the mathematical principles at work. Her command of the subject matter is also evident in the way she confidently invites and promptly responds to all questions posed by students.

It is evident the teacher has a long-term agenda in mathematics; each topic flows into the next in a logical manner; she omits that which she feels is unnecessary and spends more time on issues that plague the majority of students. Whenever possible, she challenges her students with more advanced math…...

She explained that the natural processes of geological erosion could be effectively duplicated and modeled accurately enough on a small scale to learn about geological erosion in the real world on the large scale. She explained that following the directions for examining the effects of different variables (i.e. material composition, slope angle of natural deposits, and the amount of water fall, etc.) would enable students to draw conclusions and answer quiz questions about geological erosion.
Teachable Moments

A teachable moment arose repeatedly when three different work groups seemed to be having difficulty differentiating between the effects of multiple variables. The teacher took that opportunity to explain to the entire class how important it is to test all potential variables one at a time. During that instruction, she explained why altering multiple variables simultaneously undermined the value of any empirical experiment. Afterwards, the working groups returned to their projects and isolated the…...

instrumental case study approach in order to provide a description, analysis and interpretation of the phenomenon that exists at the intersection of technology and special needs students. The method will consist of evaluation research, which will be conducted to evaluate the effect of technology on special needs students. Evaluation esearch is a form of study that employs social research methodology in order to establish an evaluation of a social program (Powell, 2006). Evaluation research for example is used when a researcher is trying to examine and judge the merits of (evaluate) a specific social program. The researcher will use standard social research methods as a methodology for evaluating the merits of the program. For this study qualitative and quantitative data will be gathered from the students to establish the relationship between special needs students and technology in the classroom. Both students and teachers will take surveys that will utilize…...

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References

Clason, D. L., Dormody, T. J. (1994). Analyzing data measured by individual Likert-

type items. Journal of Agricultural Education, 35(4): 31-35.

Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among

Five Approaches. CA: Sage.

Description
This observation is of an eighth grade mathematics class, in which algebra was being taught. The objectives of the math lesson included to “appreciate the usefulness, power and beauty of mathematics,” and to “recognize that mathematics permeates the world around us,” which are core objectives of the middle grade math curriculum (“The Middle Years Programme – MYP,” 2008). This specific lesson on the day of observation was linear equations, with an introduction to word problems at the end of the lesson. The ages of the students were around thirteen years old; the teacher was in her early 20s and was African American. The classroom was small, only containing twelve students of various ethnic backgrounds. Also, the classroom was specifically arranged and designed as a math class because the posters on the wall, the props, and the computers were all set up for math lessons. This is a middle school that…...

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References

An, S., Kulm, G. & Wu, Z. (2004). The pedagogical content knowledge of middle school, mathematics teachers in China and the US. Journal of Mathematics Teacher Education 7(2): 145-172.

“The Middle Years Programme – MYP,” (2008). OIS.

Van De Walle, J.A. (2014). Elementary and middle school mathematics teaching development. Fourth Edition. http://floridastateseminary.com/wp-content/uploads/2014/10/Math-Quest.pdf

Webb, N.M. & Farivar, S. (1994). Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics. American Educational Research Journal 31(2): 369-395.

http://yayoi.senri.ed.jp/ois/curriculum/maths_aims_objs.htm

Classroom Observation and Commentary How the Teacher Promotes a Positive Classroom Environment for Reading Instruction
The teacher promoted a positive classroom environment for reader instruction first by greeting the class warmly and announcing the activity that the class was going to do in a warm and enthusiastic tone. The teacher then used cue cards with large print words in different colors to go over the various vocabulary terms that the class was going to read in their reading material for the day. The teacher sounded out the first few words and then invited the class to sound them out with her. Thus the teaching approach was varied and oriented towards appealing to diverse learning styles (Souto-Manning & Martell, 2016). Then she asked if anyone could spell the word. If a student raised a hand but had difficulty spelling or reading the word, the teacher encouraged the student by asking helpful questions in…...

Introduction
It is easy to assume that a comprehensive decision making theory gives a reliable basis for an observation scheme for a classroom. However, it is apparent that even though the practical and theoretical ventures overlap in many respects the core of the theoretical tenets are fundamentally variant. They are broader in some respects and narrow in others. The deterrents of real time implementation are significant and thus the scheme of analysis is fundamentally different from the theory frames that led to (Schoenfeld, 2013.

At the onset, I believed that teaching was about spending 8 hours teaching and having a great time with children. Indeed, teaching seemed the easiest career choice for me. However, having interacted with many a student from across the age spectrum and educational levels, there is a side of the world that can only be viewed from the inside of a class. I changed my mind and view…...

It provides a marker for conducting and easily recording observations of complex learning. This is in a paperless format, highly efficient and engaging strategy." (Wren, 2011) (Ivers, 2003)
This is illustrating how technology is critical to reaching out to students and offering them with further explanations about what is occurring. When this happens, they will be able to more effectively relate to key ideas and have a grasp of the way they can be utilized in the future. It is this point, when everyone will have a more hands on feel for these ideas and can easily remember them. (Wren, 2011) (Ivers, 2003)

Moreover, Johnson (1994) found that having individuals work with each other in small groups is more effective than requiring them to sit and listen to someone presenting the material. Evidence of this can be seen with Johnson saying, "The ability of all students to learn to work cooperatively…...

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References

Haberman, M. (1995). Star Teachers for Children and Youth in Urban Poverty. The Phi Delta Kappan, 76 (10),

pp. 777 -- 781.

Howard, G. (2007). As Diversity Grows So Must We. Responding to Changing Demographics, 6 (62),

pp. 16 -- 22.

testing data for the WJ-J-IV Tests of oral language and the test of achievement for Freddie Fictitious. Identify the four Broad Clusters included on these two test batteries, then give the Standard Score for each and using the WJ-IV classification chart what Range (not Proficiency) would you place Freddie for each of these four Broad Clusters?
The four broad clusters on these two test batteries include broad reading, broad mathematics, broad written language, and broad oral language. There is a band of 68% on Freddie Fictitious' scores in these categories. In broad reading he got an 82, in the range of 79-85, which is a low WJ IV classification range. In broad math he got a 113, in the range of 110-116, which I would classify as the high average range. In broad written language he got an 81 SS with a range of 78-84, which puts him in the…...

Classroom-based reading assessment is the measurement of children's progress in learning reading by using both formal and informal measurement tools.
Classroom Assessments

Classroom assessment collects useful information about what students do and do not know about reading. Teachers can use four different types of assessments to accomplish this.

Leveled Books

Leveled books can be used to figure out where exactly a student is in terms of reading level.

Informal procedures

Rough observation and measurement can be used to figure out where exactly students are in terms of reading level.

Tests

Tests can be administered to find out where students' strengths and weaknesses are.

Work Samples

Collecting samples of a student's work can be instructive in figuring out where a student is in terms of reading level

Determining Student's Reading Level

Teachers must figure out where students are in terms of reading level so that they can progress in their learning while not being faced with material that is too difficult for them…...

Artifact: "Fieldwork Observation Report"
INTASC Standard: COMMUNICATION SKILLS: The teacher uses knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

In this artifact, the writer considered and analyzed what he observed during about 20 hours in a high school classroom. He noted both strengths and weaknesses in the teaching he saw. He noted that many students were actively engaged in the discussions. He reported that the teacher drew relevant examples from the novel being studied, 20,000 Leagues Under the Sea, and today, and extended that lesson into an assignment for the students. He observed students who were able to summarize the lessons well and enthusiastic desire to respond in many students.

However, he also noted that students for whom English was not their first language seemed less engaged and markedly less likely to participate, and he did not observe…...

Child Observation
Term: Winter, 2014

John

Age of Child: 6 years old

Date of Observation: February 3, 2014

Time of Observation: 9:00 to 10:00

Place of Observation: Child Care Center

Other People Present in the Observation Setting: 1 teacher, 1 assistants, 15 other children

Development: Appears mostly normal; has some problems with fine motor skills and challenging cognitive skills.

Permission: Permission was granted by the Director of the Child Care Center, the child's teacher and his parents

John was observed unobtrusively from some distance. The observer sat at a desk in the classroom while the teacher and assistant worked with children. The observer did not interact with the child and in fact remained out of the way of the children and teachers for the duration of the observation. The observation included classroom activities such as children writing their names, coloring, and building puzzles. The children then had snacks after which they were allowed to play outside.

Social Development

John's social development proves…...

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References

McLeod, S. (2009). Jean Piaget. Simple Psychology. Retrieved from:  http://www.simplypsychology.org/piaget.html 

McLeod, S. (2007). Lev Vygotsy. Simple Psychology. Retrieved from:

Another important aspect of observational learning is retention. For effective classroom management to take place it is important the students understand and retain the few classroom management rules that will be set out in the beginning of the year.

aise hand to speak

Treat others with respect

If you don't know then please ask

The retention factor with regard to classroom management will be reinforced each time the students witness another student having to suit out for five minutes of recess because they failed to respond appropriately to the clapping signal for attention. In addition we will have a weekly short discussion about classroom rules and why they are important and how the students can help themselves and each other to remember what they are.

The production step in the path to observational learning with regard to effective classroom management will be easily found in the response of the class to the management steps.

In addition…...

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References

Horner, Sherri L (2001) the EFFECTS of OBSERVATIONAL LEARNING on PRESCHOOLERS' BOOK-RELATED BEHAVIORS and ALPHABET KNOWLEDGE.(Statistical Data Included) Child Study Journal

Houseal, Ana (2003) Self-efficacy, standards, and benchmarks as factors in teaching elementary school science. Journal of Elementary Science Education

Newman, Jean (1999) in the Trenches: Increasing Competency of Teachers-in Training by Having Them Conduct Individualized Interventions.

Journal of Instructional Psychology

Are Teacher Evaluations Necessary? A Comprehensive Analysis

The necessity of teacher evaluations has been a controversial topic in the field of education for decades. While some argue that evaluations are essential for improving teaching quality and accountability, others contend that they are biased, ineffective, and can damage teacher morale. This essay will delve into the arguments for and against teacher evaluations, examining their strengths and weaknesses to determine their overall necessity.

Arguments for Teacher Evaluations

1. Accountability and Improvement:

Teacher evaluations provide a systematic way to assess teacher performance and hold them accountable for their effectiveness. By identifying areas of strength and growth, evaluations....

Action Research Proposal:

Title: Enhancing Students' Understanding of Linear Equations through Active Learning Strategies

Research Problem:
Many students struggle to solve linear equations due to lack of understanding and engagement with traditional teaching methods. This action research aims to explore the effectiveness of incorporating active learning strategies in improving students' understanding and problem-solving skills in solving linear equations.

Research Objectives:
1. To investigate the current level of understanding of linear equations among students.
2. To implement various active learning strategies in the classroom to enhance students' understanding of linear equations.
3. To evaluate the effectiveness of these strategies in improving students' performance in solving linear equations.

Methodology:
This....

Action Research Methodology:

1. Data Collection
- Surveys will be conducted to gather information from grade 7 students regarding their challenges in solving linear equations.
- Classroom observations will be conducted to observe the classroom dynamics during linear equation lessons.
- Interviews with teachers will be conducted to understand the instructional strategies currently used.

2. Data Analysis
- The data collected from surveys, observations, and interviews will be analyzed to identify specific challenges faced by students in understanding concepts, developing problem-solving skills, and coping with classroom dynamics.
- The effectiveness of instructional strategies such as teaching methods, supplementary resources, and peer support will be assessed.

3.....

Introduction

Solving linear equations is a fundamental skill in mathematics that is essential for success in higher-level math courses and careers. However, many students find solving linear equations challenging, particularly in terms of understanding the concepts, developing problem-solving skills, and overcoming classroom dynamics. This action research study aims to identify the specific challenges that students face in solving linear equations and to investigate the effectiveness of different instructional strategies in supporting beginners in this process.

Methodology

This action research study will use a mixed-methods approach, combining quantitative and qualitative data collection methods to triangulate findings. The study will be conducted in a grade....