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incorporate both group tables and rows within the classroom setting to provide the students with an opportunity to learn on their own and from each other. Even with this idea, the observation left me to question if there was an equal amount of time in group work and single work, would it make a difference? I believe it would; however, it will be a test I will need to find out when I begin teaching.
Borich, G. D. (2011). Observation skills for effective teaching. Columbus, Ohio: Merrill Pub. Co.
2013 Campus Accountability Report. (August 8, 2013). Texas Education Agency 2013 Accountability Summary South County Middle School. Retrieved November 14, 2013. http://ritter.tea.state.tx.us/perfreport/
South County Middle School, TX. PublicSchoolReview.com. (n.d.). Profiles of USA. Retrieved November 14, 2013. http://www.publicschoolreview.com/
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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
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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 27
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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.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing
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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
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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
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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
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stronger students respond more favorably, while those less experienced in organizing information want/need a bit more structure.
Students enjoy being able to ask questions (and feel the freedom to do so). While students take substantial notes from the reading and in preparing material in small groups, during class discussion they learn more from the dialogue itself and from recurring examples. There is an important "learn-by-doing" component--suggesting that what is learned (if learned) will be more permanent.
Students report that they invest considerable time in the course--probably the major reason they are learning more material. So motivation is key. It appears that the most
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surprised that a few different topics of grammar were being taught in one class period, but the students seemed to manage it well. This encourages me to think differently about the goals of my lessons in the future, in which I could integrate more topics at once. This observation was very useful for me because I saw similar teaching patterns that I have used before and because I was able to recognize methodologies and theories learned in my graduate courses- both a confirmation of how I have taught in the past and what I am learning now.
For 40 minutes the students led their own discussions of a chapter in a novel. This activity involves aspects of the Experience Theories
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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.
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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
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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
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Another thing that I really liked about her class was the fact that she incorporates a little bit of strategies training into every lesson in order to promote learner autonomy.
The thing that I learned most from this classroom observation experience was to watch how she elicits information from the students. She appeared to be extremely patient and waited for the students to come up with their responses.
I believe this instructor to be highly effective and someone to whom I can use as a model. She incorporated many things that I liked into only a two-hour lesson, including proper planning, providing authentic and interesting materials, promoting learner autonomy through strategies
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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.
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conference, we found it difficult to find a time, between her schedule and my schedule to complete the observation. As I assured her that I just wanted to see the “real” things that went on during the school day in her classroom and not the “dog and pony show” she agreed to let me observe her during the first hour of the day. I was surprised at how reluctant she was to let me do this project with her, because we have a good relationship and I assumed that we had a solid basis of trust. This was an example of how nerve-wracking the observation process is, especially if there is not a basis of trust. Ms. Merry talked to me about her heterogeneous class of 18 second graders, which has one
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countries, the law may prohibit you from taking video films of people without their explicit written consent.
3.Decide on the recording technique you will use. Will you rely on hand-written notes (traditional), audio, or video and audio records? Note that the more complete your record, the longer it takes to analyze. It is useful to be able to make some kind of first-cut analysis during observation
4.Analyse, summarize, and report in relation to the objectives set out at the start.
Observation as an approach in a laboratory setting is instantiated quite specifically using the Laboratory Based Observation approach. A variation of single user observation is two-user observation where pairs of
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My observation placement is in the School District of Janesville, in Janesville, Wisconsin. As of the 2011-2012 school year, the district has 10,293 students who attend school, 23 percent of their student population are minority students. While the population of the school (78 percent as of 2011-2012 school year) identifies as White, the population in minority students has been increasing over the years. The Latino/Latina (or “Hispanic” as stated by the district’s report) has increased by one percent since the 2010-2011 school year; the Latino/Latina student population rose from 1,054 to 1,092 students. Also, while the percentages of the other ethnicity groups have remained steady, the
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language and how to apply them. This would be essentialism in action.
Writing is undervalued in many English classes. Instead of writing a report about a short story, students could write a short research paper on a topic that interests them.
By using proper grammar, they would be learning to use the rules of the language and become stronger writers. Allowing students to pick their own topic would make students more likely to pursue it and work harder on the assignment. Allowing students to pick some of the literature they read in the course would also give them freedom in the classroom. Using these methods would incorporate portions of the progressive philosophy into my classroom
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my observation I found that a few teachers went above and beyond what the standards require. In the following paper I will single out the teacher that showed me how important the new teacher standards are.For example, In an social studies class that was taught by Coach Woff at Wagner Traditional High School. He over did himself by using technology in the classroom. At that time he was covering World War II. He used his computer to print off pictures, quotes, and stories of events of the war. He also used a slide projector to show some picture, outline of events that happened at that time. Another thing that he had was a CD player which he used to play a CD of a radio report from beginning
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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
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bullying in the classroom.
All participants will be exposed to elements of structure, support and the Owleus Prevention program and the effects regarding whether or not bullying decreases will be reviewed. Students who fit certain criteria will be arranged in nominal groups. These clusters will include labels such as bullies, victims or bystanders. Each grouping will be reviewed independently to see if these collections still exist at the end of the observation.
The researcher will conduct observations as a relative outsider. This will allow flexibility if unforeseen data were to surface. If this were to occur, the outsider will be able to look at the situation objectively and
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(Drew par. 18).
All of these advantages sound pretty impressive, but one main factor that should be taken into consideration is the cost of equipping a classroom in a somewhat similar manner to that of the Ameritech Classroom. It cost several hundred thousand dollars to equip the Ameritech Classroom and observation rooms with all the necessary hardware and software (Drew par. 21). The question that arises is: is it cost effective? My answer to that is that you cannot put a price on education. The overall value of truly learning and understanding a subject and retaining some information that you received from your study is priceless. As bumper sticker once that said, “You think education
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, factory, home)?2. In what ways is the school similar to the one you attended? In what ways is it different fromthe one you attended? Does the physical interior make you feel comfortable or ill at ease?Why?3. Does the school's physical environment provide an atmosphere of intellectual stimulation forstudents and teachers? How?When you have completed your analysis of the PHYSICAL aspects of the classroom prepare a TYPED report of your observations. Your report should contain answers to the questions presented in each section of this assignment. Your work must be in outline format (see examples provided by the professor). The first page of your report should contain the grade level or subject area of the teacher you are observing, the observation #, your Concord class section #, the name of your professor, and your name.DO NOT USE ACTUAL NAMES IN YOUR ANALYSIS--USE INITIALS OR PSEUDONYMS TO PROTECT THE PRIVACY OF THE INDIVIDUALS YOU ARE OBSERVING.
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Behavior Intervention 1
RUNNING HEAD: Behavior Intervention
Behavioral intervention of a
schoolboy displaying low on-task behavior
in his classroom
Behavior Intervention 2
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
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can. She calls each parent to welcome the child and the family to the school and to the classroom. Each family is asked to fill out an AEPS family observation sheet, a social skills inventory, and a cognitive inventory to give them a baseline of where the child is before entry into the school. The school has open houses, Love and Logic parenting classes, and PTA sponsored events. Debra tries to participate in as much as she can to encourage the parents to attend as well, she stressed how much she wanted them to feel apart of the school and not just limited to the classroom. She sends home a monthly activity bag, which has a calendar of what the class will be doing and how they can support
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tracks "¢ Teaches life skills and social interaction "¢ Peers have opportunity to help each other "¢ Creating activities that address the Multiple Intelligences "¢ Creating activities that meet the differing levels of Bloom's Taxonomy Your role in the learning centred classroom "¢ Be visible "¢ Move around from child to child "¢ Be the "˜guide on the side' "¢ Give probes and prompts "¢ Recognize the need for mini-lessons "¢ Get feedback from students re: centres "¢ Set up active learning environment "¢ Assess, evaluate and report based on curriculum expectations "¢ Observe attitudes, behaviours "¢ Use differing
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reviewing. The phones themselves also helped students to learn science effectively by enabling collaborative and authentic learning opportunities. In addition to this Ekanayake & Wishart (2010b) report a study where students used mobile phone video to record the deflection of a galvanometer in a secondary level science lesson. According to the authors, the mobile phones’ video camera helped students to capture a fleeting (observation) event which could have been missed otherwise. This enabled the students to view their observations repeatedly and share them with their peers.
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press Inc., London.
Hammersley, M. (1990) Classroom Ethnography: empirical and methodological essays, Open University Press, Buckingham.
Hammersley, M. (1992) What’s wrong with Ethnography?, 3rd edition, Routeledge, London.
Haralambos, M. (1986) Sociology: a new approach, Causeway Books, London.
Lindsay, J.M. (1997) Techniques in Human Geography, Routeledge, London.
Wainwright, D. (1997) Can Sociological Research Be Quantitative, Critical and Valid?, The Quantitative Report, Vol. 3, No.2, July 1997, Nova South Eastern University, School of Social Systematic Studies, on line: http://www.nova.edu/ssss/QR/QR3-2/wai.html.
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supportive for learning. Your Map A general observation of the campus and the classroom is an exiting way to start yourobservation. Your mission is to do the following tasks: 1. Visit a school. Look into 4. Make a reflection on the facilities and suppoert characteristics of a school learning areas in the environment that promotes campus, then in the learning. classroom 5.Based your ideas pof a good school environment through any of these: 2. Accomplish the checklist as you move a.)Descriptive paragrapg; b.)Photo around the school essay; c.)Sketch or drawing; d.)Poem premesis. , song or rap 3. Based on your gathered data in the checklist describe the school environment. Your Tools As you move
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positive results, also the three articles report ways the results can be used in future research articles. The three articles focus on results based on feedback from schools and students. For example Winters (2008 p.5) states use of “a paper questionnaire collected open response data from 524 participants from two age groups representing pre- and post- adolescence”. Fanning (2011) focused on the results of the survey and observation focused around one school, the student body and the teachers that were there. The three articles all do report that the research will lead to future research or changes in each of these areas that were focused on.
The ethics implications based from the
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learning of all students with or without behavior issues in a way that will not create attention to a child with behavior problems or learning disabilities. The Iris Center explains ways to monitor and record children’s behavior without being singled out in the classroom such as: observation and recording of the behavior. This can be done objectively through interval recording, frequency recording, duration recording, and direct observation. As the theoretical framework for my plan, I will use recording techniques to collect data on Mark’s behavior.
Mark has a learning disability. As define by NICHCY, learning disability is when a person has specific problems learning which is caused by
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the classroom. If executed in this way, co-teaching can enhance the learning environment and involve and engage all students in the classroom. All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers.
Within the co-teaching model itself there are six different ways in which the model can be implemented; all serve various purposes and each has its benefits and drawbacks. The first is where one teaches and one observes, a useful model when observation and data collection is necessary, but it does not give both teachers equivalent responsibilities. Station teaching
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The purpose of this report is to conduct classroom action research art and photography students’ efforts to ascertain how to improve upon their general academic performance through their literacy and functional skills. The report looks to investigate and differentiate between the two groups in order to compare and contrast opinions about the importance of literacy in their learning journey. With the hypothesis that creative A-Level students would improve upon students’ literacy skills if they attend additional grammatical lessons, the paper however, recognises the level of uneasiness most of these students feel during their attendance in such sessions. Focusing on different methods and
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Countries. [report] Azim Premji Foundation, [online]. Available at: www.azimpremjifoundation.org/pdf/ConsolidatedSchoolQualityreport.pd. [ Accessed: 26 Mar 2014]. pp 27-28
Rice, J. K. 2003. Teacher quality. Washington, DC: Economic Policy Institute.[online Executive Summary]. Available at: http://www.epi.org/publication/books_teacher_quality_execsum_intro/ [ Accessed: 24 March 2014]. pp 1-11
Sammons, P. and Ko, J. 2008. Using Systematic Classroom Observation Schedules to Investigate Effective Teaching: Overview of Quantitative Findings. [report] Nottingham: School of Education University of Nottingham,.[online]. Available at : http://www.nottingham.ac.uk/shared/shared_projects/pdfs/ECP
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Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Bonwell, C.C., & Eison, J.A. (1991). Active learning Creating excitement in the classroom. ASHE-ERIC Higher Education Report, No.1. Washington, DC: George Washington University, School of Education and Human Development.
Downey, D. J. and R. S. Torrecilha. 1994. “Sociology of race and ethnicity: Strategies for comparative multicultural courses.” Teaching Sociology 22: 237-247.
Clough, N and Holden, C (2002) Education for Citizenship: Ideas into Action. London: Routledge Falmer.
Holden, C (2004) ‘Heaven help the teachers! Parents’ perspectives on the introduction of
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of their teaching methods.
Unfortunately, only 12 of the 20 students in the class eligible to participate in this study
showed up on the day. The students came from diverse backgrounds; Sudan (2), Afghanistan (2),
Pakistan (1), Rwanda (1), Bhutan (1), Cambodia (2), India (1), Vietnam (1), and Burundi (2).
Across Adelaide the students are from all parts of the greater metropolitan area, but particularly
from the central and north western regions.
Classroom observations and teacher interviews were conducted in the last term of the 2009
academic year. Transcription of the interviews and observation data were completed by the end
of term; a total period five to six weeks.
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in Science Education, 6, 469-473.
Teacher TV (2008). Teacher TV was closed down in April 2011. For a brief report on the poll see The Times, 7 November 2008; a report critical of the survey sample appeared in The Guardian, 7 November 2008 but another survey had already shown similar results, eg that 28% of science teachers believed it essential to cover religious beliefs about the origin of life in the classroom (Times Educational Supplement, 19 September 2008).
Village, Andrew et al (2011) , ‘The Bible, Creation and You’ survey 2011 : Report on the initial findings, York St John University, available at : http://w3.yorksj.ac.uk/pdf/The%20Bible%20Creation%20and%20You%20survey
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conducted to teachers and students. I aim at collecting 6-10 questionnaires from students, 2-3 from teachers and conducting 3 semi-structured interviews with students, 1 semi-structured interview or 2 with teachers. Ideally, I can write the report with the data collected.
However, there are problems that might hinder my data collection realistically. Students and teachers may react different from usual if I visit the lessons. This will affect the credibility of the data collected through observation. Moreover, teachers are relatively busy that I may not be able to talk to many teachers. Similarly, I may have problem in interviewing them in case they are not available. So, I will try to design
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the teacher and SPD teacher. The three forms are located under Appendix A, B, and C. The following are the best forms to get information about students:
• RTI Observation Checklist allows teachers to fill out a quick observation about students that are on Tier II and III levels.
• RTI Intervention Report helps the librarian find out what objectives must be targeted to help students with their academics.
• Student Learning Log will be brought with the students to the library for tutoring. The library will take notes about the tutoring or other lessons provided for students during tutoring.
Presentation of Findings/Stakeholders
Once the teachers turn in their observation forms, the will
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classroom. Reports indicate that there is no significant improvement in reading comprehension, fluency or attitudes towards reading.
Statement of the Problem
The purpose of this study was to investigate the effects of Sustained Silent Reading on students in early elementary students. Two questions that I hope to answer through this study is “What is the effect of the consistent use of sustained silent reading on early elementary, grades kindergarten to 2nd grade students reading achievement?” also “How does SSR effect early elementary student’s attitudes towards reading?” By answering these two questions we will be able to understand if SSR is an effective method in the
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Forest restaurant does well in this step. Usually the managers of Rain Forest restaurant consider their company's strategic direction and training resources as well. As mentioned earlier, the managers will consider company's strategic direction through observation of sales report materials, versus employees' performance to make a decision on training. If the problems occurred due to the business strategic direction, all of the employees will be trained after the new business strategies have been set; if the problems occurred due to the problem employee/s, the managers will individually conduct on the job training in order to have skilled service at their finger ends.It's necessary to identify
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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
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, principals, superintendents, and school unions know the traditional practice of supervising and evaluating teachers does not work. Marshall (2008) claims the best practice for improving teachers requires three essential components. Being in the classroom regularly, providing honest evaluations, and taking the necessary action to remove ineffective teachers will improve the quality of teaching in schools. (p.25) Marshall further asserts that seeking results, backwards planning, interim assessments, and involving students will strengthen the observation and evaluation process. The evaluation process itself should consist of many mini observations and a summative rubric detailing exact
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lower, with only 2.8% while on state level over 6% of our students is African-American. Haysville, Kansas AYP report card states that in reading the students of Haysville are slightly above the state average overall. Even 78% of Haysville disabled children are meeting or exceeding our state guidelines.
The Elementary School where I am doing my teaching observation, building report card closely resembles the district level statistics. Students are equally divided between genders and the racial divide is about the same as the district with 86% of the students being white. The school is split almost equally between economically disadvantaged students and the non-disadvantaged students. With
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share knowledge and ideas that can accelerate their use of instructional technology tools (Wachira & Keengwe, 2010).
Furthermore, teachers should be encouraged to be engaged in frequent conversations and classroom observation with other colleagues, regularly taking part on technology committees, attending workshops, conferences, seminars and taking college courses. Through such professional engagement teachers see the modeling of appropriate technology use in content-specific contexts (Wachira & Keengwe, 2010). Research has shown when teachers are constantly engaged with other colleagues they are more likely to be active users of technology in their teaching.
Mr. GGGG mentioned that he
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O’Connor, U. (2008). Meeting in the middle? A study of parent-professional partnerships. European Journal of Special Needs Education [online]. vol. 23(3), pp. 253-268. [Accessed 27 February 2011]. Available at: http://dx.doi.org/10.1080/08856250802130434
Orlich, D., Harder, R. & Gibson, H. (1998). Teaching Strategies: A Guide to Better Instruction. 5th edn. Boston, MA: Houghton Mifflin Company.
Stakes, R. & Hornby, G. (2010). Meeting Special Needs in Mainstream Schools. A Practical Guide for Teachers. 2nd edn. London: David Fulton Publishers.
Valeo, A. (2008). Inclusive Education Support Systems: Teacher and Administrator Views. International Journal of Special Education. [online]. Vol. 23 (2), pp.8-16. [Accessed 3 March 2011]. Available at: http://www.eric.ed.gov/PDFS/EJ814394.pdf
Wragg, E. C. (1999). An introduction to classroom observation. 2nd edn. London: Routledge.
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reports, audits, accident report, grievances, etc., can be used to gauge training needs.
7. Critical incident method - involves the recording of critical incidents as they happen, usually by the supervisor.
8. Personnel inventories - an analysis of personnel history items and demographic information is made.
9. Learning agendas - combines behaviorally based performance appraisals with individual learning agendas derived from self-analysis.
B. Types of Training
Common Types of Training
1. On the job training and job rotation
2. Vestibule training
3. Apprenticeship training
4. Classroom training
5. Programming instruction
6. Management development program
a. Understudy assignments
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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
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process, Mayer was able to obtain information to support the mean as to what got the teachers motivated when engaging in the workshop, and how he could apply the this activity into his own classroom. As a result from the interviews and observation, Mayer confirm that the teachers were motivated more as they took lead in the workshop, giving them the ability to have a voice in their own learning. Within this study of examinational surveying, Mayer also confirmed that the teachers' engagement correlated with their pros from their previous narratives. The researcher later tested the activity by applying it into his own classroom. To further validate his study, Mayer examined an educational
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The University Of Trinidad And TobagoCentre for Education ProgrammeField Observation ReportAt The Penal Secondary SchoolIn partial fulfilment of the coursePRAC 3001PRACTICUM V: Engaging in Classroom Practice IInstructor: Dr. Pearl RiversTABLE OF CONTENTSIntroductionAnalysis of the school and classroom of the field teaching experienceA diagram of the layout of the classroomTeaching /Learning ExperienceAnalysis of Challenge EncounteredSample of Lesson PlansExamples of Lesson materialsAlignment of Lesson Objectives and Assessment StrategiesReflection and Self- Evaluation of the Field - teaching ExperienceINTRODUCTION"A pupil needs a teacher who knows his work, who has the gift of teaching, who