Teacher Responsibilities Observed Lowe, and Motely plan for the Unit 1 Poetry Segment

Through observation it has become apparent that the Ms. Lowe has numerous responsibilities throughout the day. She was often planning lessons, teaching students in an imaginative fashion and partnering with Ms. Smith on instruction material

The team of English teachers is also very collaborative. They utilize ideas, thoughts and concepts to their advantage, particularly when designing classroom assignments. The team, in regards to responsibilities also delegates tasks in an efficient manner.

The teachers were also responsible for creating quiz content that reinforced student knowledge of the material. This surprisingly, was a daunting tasks as the team wanted to create an evaluation that wasn't too strenuous, but also would demonstrate understanding. Elements of standardized testing also came into the discussion when designing quiz material.

Another responsibility was creating an environment conducive for learning. Teachers wanted to allow student ample opportunity to learn and engage with each other and the content.

5. I was surprised to see very little disagreement between teachers when it come to designing the overall lesson plans and learning outcome statements. I was also surprised to see how standardized many of the processes within the profession are. Experience and application of this experience is key to success.

Textbook Reference: Page 119- Research and Theoretical Base- "Decisions then need to be made about the content and about which instructional approaches should be used to achieve the objective. Particularly during the past decade, as a result of the growing emphasis on achieving state standards and student's performance on standardized tests…"

Adolescent Development

Observed Lowe, and Motely teach the Unit 1 Poetry Segment. Provided help to students through answering questions.

1. The team utilizes a variety to techniques to assist in adolescent Development. For example, On Day 1, the teachers first took an "interest inventory" of the class. This assisted in development as student were able to voice what aspects interested them the most in regards to English

2. I really enjoyed the "Word Map" created by the group. The word map assists in development as student to challenge each other cooperatively. In addition, the students recognize vocabulary of interest.

3. In my 7th grad ELA observation, I noticed the teachers here rely on routine more so than 8th grade English Classes. Here, the former relied on processes that looked introspectively to help adolescents grow. An example was the "Get to know me" activity. Here the instructors set up a "Word Wall." Each student was then tasked with placing unique characteristic traits that described him or her on the wall. This greatly enhanced cultural awareness and self-awareness within the adolescent student population.

4. My 7th grade ELA class also relied heavily on small groups. This from observation was critical to adolescent development. Students were often learning from each other in more profound ways than they were from the teachers themselves.

5. Development was also achieved through self-reelection. The 7th grade ELA classes used this extensively at the end of their classroom sessions. Every session concluded with a paragraph describing what they learned, and more importantly, how they intend to apply this knowledge. I believe these closures practice, help in learning retention, but also overall application.

Textbook Reference: Page 120: "Weil and Murphy (1982) reviewed teacher-effectiveness research and found that students tended to achieve more in teacher-directed and controlled environments."

Instructional Strategies

Observed Lowe, and Motely teach the Unit 1 Poetry Segment. Provided help to students through answering questions.

1. I don't believe, a one-dimensional instructional strategy will work within a middle school. Technology has made children less attentive within a traditional classroom setting. Each class I observed used strategies that were varied and engaging. The 7th grade ELA class for example, heavily utilized groups as a method to instruct students. However the teachers remained in full control of the conversations within the groups, guiding students to a decision.

2. Imagery was also extensively utilized in both classroom setting. For example, activities such as the "Word Wall" utilized varying elements of learning

3. Activities such the "quick write activities" were structured to keep students attentive throughout the learning exercise. Many of these quick write activities were both stimulating to students and fun. It appears the providing a time constraint actually creates a challenge that appeals to the middle school audience.

4. Both classrooms...

Students were often required to provide their own assessment and opinion on a particular topic. I believe this strategy allowed students to evaluate the merits of their though process without fear of ridicule from other students. Teachers directed and controlled the discussion by asking tough questions on the students.
5. Finally both classrooms gave students more confidence in their overall reading and comprehension skills by allowing students to read aloud. Both classrooms allowed students to read textbook pages aloud.

Textbook Reference: Page 119-Research and Theoretical Base: "Carefully consider instructional methods used in the past and what the students learned during the unit to design lessons based on students needs and interests"

Lesson Plan/Objectives

Observed, Beverly, Ross, and Vagholkar plan their Literary non-fiction class. Assisted and helped students within the class. Planned agendas.

1. The first objective for both classrooms were to further the knowledge and understanding of concepts. All designs focused on how the most efficiently and effectively utilize the allotted time to teach students English concepts.

2. Both classrooms separated their plans into long-range, medium range, and short-range plans. When changing any form of planning, both sets of teachers placed emphasis on their long-term objectives.

3. Ms. Beverly when planning lessons always incorporates time for reflection on the part of students. I believe this solidifies their learning.

4. It appears that many objectives within the lesson plan are geared towards for preparing students for upcoming standardized testing procedures. This limits, to a certain extent, instructor creativity in regards to lesson planning.

5. Lesson plans are often created a week in advance with a mindful eye towards long-term objectives.

A SPECIAL NOTE: THE TEACHERS WERE VERY, VERY PASSIONATE ABOUT THEIR JOB. It showed in their lesson plans and ultimately in the student's comprehension. Both classrooms were very innovative in their teaching and assignments. I believe this passion is the catalyst for their longevity in the field and their overall success as teachers.

Textbook Reference: Page 127 "A useful way of analyzing teacher plans is initially to separate them into three broad categories: long-range plans, unit plans, and daily lessons."

Assessment (various forms)

Help prepare and administer quizzes.

1. Both classrooms used tests and quizzes extensively. The 7th grade class provided weekly assessment, while the 8th grade class provided fewer.

2. It appears that constant evaluation and feedback is better for learning overall. Students seem to like enjoy improving results throughout the course of the year

3. Competition is not a bad thing. Students appear to be inspired by test scores and the ability to earn the highest grade. Both classrooms utilize this fact to inspire learning within their respective students.

4. Students who perform below expectations are addressed early in the evaluation process. I believe this is very critical to learning. First, it indicates the teachers concern for the child. Second, it prevents the compounding of an issue later on within the school year. I believe both classrooms did an outstanding job of redirecting students who were not performing well in the class.

5. Assessment were also non-traditional in their approach. In some instances, students were required to do a skit based on concepts learned in previous classes. This non-traditional approach was particularly profound for students were enjoyed being creative. Many utilized props, and costumes in the assessment. What was striking was that many of the children who performed best in the creative assessments were not necessarily the children in preformed best during the traditional quiz. This may indicate that different assessments can be beneficial in determining true mastery of a concept.

Textbook Reference Page 142 "The most common form of summative evaluation is a written test. Other alternative assessments might include student projects, performances, or portfolios.

Teacher / Student Interaction

Observed, Beverly, Ross, and Vagholkar plan their Literary non-fiction class. Assisted and helped students within the class. Planned agendas.

1. Teachers and students must interact is vital to the comprehension of a particular lesson plan. Teachers appear to learn just as much about them as they do about the students. Both classrooms were distinct in their approach to teacher/student interaction. Some teachers in the 7th grade classroom had a strong, tone and demeanor about them. The 8th grade classroom was much more relaxed and conversational. In both cases however, the teacher maintained and controlled the environment though both their actions and words.

2. It appears that students who cause the most disruption are the students who perform the worst on assessments.

3. It appears that some students who do not respect adults in general, often disrupt the teacher during instruction

4. In both classrooms, teachers DO NOT threaten the students with punishment or referrals. Instead the force the disruptive student to read a passage or answer a passage. This technique generally works, as the student does not want to read the passage. It also has the added benefit of teaching to the student to learn…