She properly organizes learning materials for group work and individual learning. She establishes a station for each learning area for enhanced instruction race.
3. Performing and learning styles of the learners with regard to their reaction to activities and lessons
Apart from mastering their learner's behavior patterns, the need for a teacher to master content can never be overemphasized. According to Shulman (1986, 1987), teacher's specific knowledge of subject matter which is pedagogical in nature that gives them the passion to share it with learners and helps them pass on such knowledge in-depth. In effect, pedagogical understanding of subject matter emanates from persistent practice. It is possible to learn some instructional skills and ideas outside of practice. However, the larger percentage of teachers learns their instructional skill through the practice of teaching. This kind of learning is continuous throughout one's life. Thus, while teachers with years of experience might have some significant amount of knowledge about learners in the second grade, there is still a lot to learn about a specific group of second grade students every time such a teacher meets them for the first time. Further, such teachers still encounter new aspects of pedagogy and content that they need to facilitate learners to interact with and internalize (Wilson & Peterson, 2006).
The teacher varied her teaching strategies so as to provide each student with content based on their learning needs. She managed to engage and disengage learners while retaining their attention to the subject matter in the course of the learning session. The teacher utilizes the existing knowledge and skills that a learner already possesses to develop new areas of content understanding. The teacher identifies and differentiates instructional material for the purpose of meeting the individual learning needs of each member of the classroom. The teacher also consistently and persistently reinforces important points of learning even as she proceeds with the instructional session. She employs a variety of teaching strategies in order to keep the learner interested. Instructional technology also comes in handy in an effort to enhance communication while she checks the level of content absorption (Doe, 2010). The teacher consistently makes sure that the learning goals are remembered by each classroom member. The teacher lets the class know the lesson objectives and persistently draws the learners' attention to what the lesson aims to achieve. Nevertheless, the learners took a significant amount of time to understand. It was noted that even in the final stages of the lesson; some learners were still grappling with understanding the content. The teacher presents material in a clear manner. However, if there is a significant number of learners manifest difficulties in understanding the crux of the lesson, it helps to identify such learners and put them in a learning group for further instruction. That is what the teacher did in the end.
4. Theories and principles of human development; motivation and learning as shown by learners and teachers
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
Classroom Observation Interview Transcripts Interview #1 with myself and Mrs. Evans. Myself: Hello I am a student and I am interested in observing your classroom for one hour of play if that is possible? Mrs. Evans: Sure, we have playtime at 10:00 AM and at 1:00pm. Myself: Great, I just need to observe one student. I will be there tomorrow at 12:30. Mrs. Evans: Your welcome, I will speak to you again when you arrive. Make
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
It is a quantitative instrument, that has been statistically validated, and probably most appropriate as an instrument to ensure adherence to certain state and/or national standards. MCC -- Dialogue approach to rating a teacher's performance. Both qualitative and quantitative in nature, does encourage robust dialogue between teacher and observer, and more self-analysis from the instructor. Essentially an evolving template that can be used in multiple grades, classrooms, and subject areas.
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
Mrs. Menocal, 1st Grade, Somerset Academy, Blended Classroom Professional Background -- BA in Elementary Education, MA in English. 15-year veteran, taught English at the Middle School level, and both 3rd and 1st grade at the Elementary level. Additional curriculum certification in literacy. Specific Training -- 30+ hours in literacy and development reading; classes in ESL and teaching immigrant children to read. These classes have been very helpful in teaching in school systems