Post-Observation Reflections on Field Teaching Experiences

Introduction

The purpose of this paper is to describe what was learned about teaching and learning through this course in general and through the observation of real-world classroom teachers, as well as how this author plans to implement those lessons in his own teaching practice. To this end, a series of major take-aways on teaching and learning are discussed together with supporting examples, followed by a description of selected learning strategies and evidence-based practices that were observed and that the author intends to implement to support student learning. Finally, a summary of the teaching experiences and the findings that emerged from this reflection are presented in the conclusion.

Major Take-Aways from Field Observations

The four field experiences completed during this course yielded a number of significant take-aways that provided valuable insights and exemplars. The following observations, however, represent those that had a particularly significant impact.

Young learners are not "little adults." Lacking real-life experiences, the world they live in is still full of wonder, mystery, and magic, and they are full of questions about everything. It is easy to slip into a mindset that assumes young learners know far more than they actually do, so teachers must ensure that all students receive the individualized attention they need. For instance, one observed teacher distributed books to her students based on her knowledge of their personal interests and comprehension abilities, and took the time to ask each student questions about their selected book, including any questions they had as their reading progressed.

Teachers are human and naturally prefer their own teaching style, but if students are not effectively learning the way they are being taught, they need to be taught the way they learn. A good example of this take-away came from a post-observation interview with a teacher who explained that he had come to better understand that all young students are unique and learn in different ways at different paces. Although these learning tendencies may change over time, it is essential to provide students with curricular offerings that motivate them to learn.

Youthful exuberance for learning should not be discouraged, but effective classroom management strategies are essential for creating and maintaining an environment that is conducive to learning. A good example of this take-away was an incident involving a pair of students who intentionally and repeatedly disregarded a paraprofessional's instructions to stop leaning on a hot radiator during a book reading. Without active intervention, these two students eventually started fighting, disrupting other classroom activities. The classroom teacher explained that it is vitally important to administer effective classroom management practices while also ensuring that all students are engaged and that some enjoyable elements are incorporated into each lesson.

It is possible to more fully engage young learners by making reading more interesting through the careful selection of books, the appropriate use of voice, and animated gesticulations. For example, after reading a story about good and bad foods for children to eat (A Busy Creature's Day Eating by Mo Willems), the teacher presented an alphabet-driven exercise to illustrate examples of dangerous foods that children should avoid, even when those foods appear especially tempting or delicious. The students responded to this exercise enthusiastically, and it was clear that they were inspired to conduct additional independent research on other dangerous foods in the future.

Teachers should make an extra effort to ask all students questions, not just those who routinely volunteer answers. During a post-classroom interview, one teacher explained that it is easy to slip into the habit of directing questions to bright students who always know the answer, rather than ensuring that all students are actively involved. This is a tall order, especially in larger classrooms, but it represents a vitally important component of effective teaching practice.

Observed Learning Strategies and Evidence-Based Practices

Two of the most effective, evidence-based strategies I observed and plan to include in my own teaching practice were, first, the manner in which one teacher managed disruptive students using a contingent instructions strategy, and second, an adaptation of the Danielson Framework for Teaching used to help young learners better understand what they are reading. In both cases, the respective teachers and their assistants relied on strategies that have proven efficacy in primary educational settings.

In the first instance, two students who had self-segregated from the rest of the class during a book reading used the opportunity to engage in horseplay that quickly escalated into a physical confrontation requiring the intervention of a paraprofessional. In response, the teacher ensured that both students received additional attention following the reading exercise — not to discipline them, but rather to motivate them to participate more actively in classroom activities going forward.

In the second instance, observed remotely via Zoom due to the ongoing COVID-19 pandemic, a bilingual teacher (fluent in both Russian and English) prefaced her lesson by reviewing new vocabulary words to ensure that all students understood what was to follow. She also used a variety of open- and closed-ended questions to encourage discussion, critical thinking, and classroom participation by all students.

In addition, this teacher used various visual aids to connect discussion topics with corresponding visual cues, promoting relevance, memorization, and future application by the students. Although confronted with a mix of new and returning students whose learning abilities spanned a wide continuum, she succeeded in delivering a reading lesson that actively engaged all students in visible ways.

Conclusion

Reflection is an important part of the learning process, and this paper provided a valuable opportunity to revisit examples from field observations that especially stood out as illustrations of effective and ineffective teaching strategies. Although there were only a few instances of the latter, even in those cases the teachers involved recognized that they could have done some things differently to achieve a better learning outcome. As a result, it became apparent that even seasoned teachers are not perfect, though they continuously strive for excellence.

In truth, the teachers observed were highly inspiring — providing their young learners with new knowledge and helping them gain a better understanding of the world around them. Moreover, the behavior of the students in these classrooms made it clear that they were accustomed to high-quality instruction, as evidenced by their active questioning and enthusiastic participation.