INSTRUCTION
This section contains five pages of areas for you to observe and document. Please assure that all five pages are completed.
INSTRUCTION (Please note: There are 5 pages in this section)
Establishing Classroom Climate:
The way children feel as class begins is critical. If students are engaged from the beginning, and if the tone is set for good learning experiences, children will learn; class will be productive. Here are some principles to consider:
-If class starts on time, students will be rewarded for a
iving promptly to begin their instructional time.
-Teachers can communicate respect for children from the outset--for example, they can greet the children at the door, letting them know how to get started.
-A predictable routine for students to follow for beginning class and for making transitions will help students prepare and succeed. For example, they might know that every day they should begin by copying expected learning outcomes in their notebooks, or completing a warm up activity. They might know that transition to another class is signaled by music or by a cue from the teacher. Similarly, there should be a routine (such as raising a hand, flicking the lights) to get students’ attention.
-Teachers who give recognition to students for making good use of classroom routine will establish a positive tone.
Document your mentor teacher’s procedures for beginning the day, or the instructional period. Reflect on what you see, including anything you especially like or anything you might change. Insert your observations immediately after this page.
Setting Standards:
You have learned in several classes that teacher expectations will have an effect on student performance. This is especially difficult for teachers when they have students with special needs in the general classroom setting, because they will be dealing with striking differences in students’ capabilities to perform. Moreover, the “standards movement” has made expectations for students more visible, so if there are different expectations for some students this may be more obvious than it was in the past.
Document the way/s your mentor teacher deals with the issue of standards as she or he addresses the challenges of students with special needs. If you have the chance to discuss the issue with the teacher, include your mentor’s observations about the strengths and problems with a system that requires that standards be visible and uniform. Also consider: does the school where you observe have a policy regarding retention of students who do not meet standards? What is the school’s practice? Be sure to include your reflections regarding this complex issue.
Matching Instructional Methods to Student Abilities:
Teachers use a variety of teaching methods over the course of their day. Some of these methods seem to work better for students with special needs than others do.
Observe various methods used during your observations, and consider whether some seem particularly well-suited for students with special needs.
Document various teaching methods you observe, and consider the responses and performance of students as these methods are used. Reflect on whether some methods seem “better” for the class as a whole, then think about whether students with special needs seem different in terms of the methods that appear to work best for them. Be sure to reflect on what you see. (For example: are the methods that seem more effective for learners with special needs appropriate for the entire class also? Why or why not?)
In-class Adaptations and Accommodations:
Within each classroom, teachers will make educational adaptations based on the needs of the students and on the teacher’s levels of observation and expertise. In many cases, the adaptations will be so subtle that you cannot discern them just from observation. Speak with as many veteran teachers as you can, as well as with the special educato
s in the school where you observe. Ask about the ways they
engineer their classrooms and the instructional adaptations they make for students with special needs.
Document in-class educational adaptations you find especially helpful and indicate reasons you have identified these. Are they especially subtle, or clever, or do they make an obvious difference for the quality of the student’s classroom experience?
Are you able to observe the same student in classrooms where helpful adaptations
exist, and also in classrooms where they do not? Reflect on what you learn.
Use of Groups:
There are several ways teachers may use groups during their day. One dimension of is whether they are homogeneous (composed of students of like ability) or heterogeneous (composed of students of diverse abilities). Teachers may use both, and which they choose may depend on the subject matter to be covered, or the nature of the task. They may choose to use only homogeneous or only heterogeneous groups; they may also compose groups "randomly" without any particular attention to ability, so that some groups may be composed of performers of mixed abilities and other groups composed of only high or low performers.
Document your mentor teacher’s use of groups, and consider under what circumstances she or he uses what sorts of groups. Consider the performance of the groups, and where possible pay particular attention to the performance of students with special needs. Do different types of groups yield different behaviors?
Does the outcome seem to be more dependent on the nature of the task, or rather on the composition of the group? Be sure to reflect on what you see.
Homework:
Homework should extend instruction beyond the classroom and allow continuing practice of important skills. It can also be a way to involve families in a child’s learning. These are things to consider as you make observations regarding the use of homework in the school where you observe:
-There may be school-wide guidelines about the amount of homework that is to be given, based usually on the students’ age. Does this school have such guidelines, and if so, where does one look to find them?
-Homework may involve valuable practice; it may on the other hand be busy work. How might you determine which is the case?
-Is there a way the school can assess whether someone in the child’s home can help with homework? Are there alternatives such as “help lines” if a student gets stuck and cannot get help at home?
-If homework is not completed, is there a negative consequence? What if the student did not complete due to lack of understanding?
-Is homework reviewed on the day it is due? What seems to govern the amount of time spent in review?
-Are modifications made in homework assignments for students with special needs? What are they? Do you think they are appropriate?
Document the homework practices used by your mentor teacher. Reflect on what you see.
Films on Demand- available through the
Learning Commons databases at FCC
Free to all students.
Attached here is a lengthy list of possible options for fulfilling the hours you have remaining for observation. You will note that the first page gives you films that are available at Frederick Community College; the administrator who distributed this resource believes most will also be available from the PGCC li
ary, and the li
ary is eager to be of service to our students during this crazy time. You can access the li
ary online through PGCC's webpage. The rest of the cu
ent resources are from youtube. You may choose ones you find there, or substitute others if you choose. Please document what you watched and the length of time of the videos. Your observations and reflections are based on historical rather than cu
ent observation.
Here’s my user for blackboard if you prefer to use my school’s li
ary or just watch it from this list or youtube.
User: atanawan6484
PW:Kwagoko216
The Classroom Mosaic: Culture and Learning – 30 minutes
6th/9th grade
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=111584
Hot Tips for Classroom Management – 30 minutes
Middle/High
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=40277
Emotional Intelligence in the Classroom – 30 minutes
Middle/High
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=40273
Integrating ESL Students Into the Classroom – 30 minutes
Middle/High
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=35996
Teaching ESL Students in the Mainstream Classroom – 30 minutes
Elementary/Middle
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=94153
The Power of RTI: Classroom Management Strategies – 1 hou
ECE/Elementary
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=43954
Brain-Compatible Practices for the Classroom: Grades K-6 – 1 hou
ECE/Elementary
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=60321
Eye Openers are Mind Openers: Attention Exercises for the Classroom – 1 hou
ECE/Elementary
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=50567
Teaching Lessons and Learning Lessons in the Special Ed Classroom – 30 minutes
All grades
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=30086
How a Classroom on Wheels is Expanding Access to Early Education – 5 minutes
ECE
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=195779
Communities as Classrooms – 30 minutes
Middle/High
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=118585
TEACH - 1 hour and 30 minutes
All ages
https:
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fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=146108
RTI and DI: The Dynamic Duo – 30 minutes
ECE/Elementary
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=43951
I Want All the Turns! Supporting Children in Resolving Problems and Conflicts – 1 hour and 30 mins
ECE/Elementary
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=167491
Building Mathematical Competencies in Early Childhood – 30 minutes
ECE/Elementary
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=52082
Schools that Change Communities – 1 hou
High School
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=169142
Infant-Toddler Learning Environment – 45 minutes
ECE
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=167500
School of the Future – 1 hour, 45 minutes
All Grades
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=151285
From the Bronx to Yale: The Power of High School “Speech” – 15 minutes
High School
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=149983
180 Days: Hartsville: Part 1 and 2 – 1 hour, 30 minutes
ECE/Elementary
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=131284
https:
ezproxy.frederick.edu/login?url=https:
fod.infobase.com/PortalPlaylists.aspx?wID=96237&xtid=131285
YouTube Options
Kindergarten- Traditional - 47 minutes
https:
www.youtube.com/watch?v=Xf_8XaskJ7o
ECE/Elementary
Kindergarten on the First Day – 30 minutes
https:
www.youtube.com/watch?v=ur4x_52yuk8
ECE/Elementary
Kindergarten: introducing centers – 15 minutes
https:
www.youtube.com/watch?v=ur4x_52yuk8
ECE/Elementary
First Grade Literacy Lesson – 15 minutes
https:
www.youtube.com/watch?v=7KEeUKo1dU8
ECE/Elementary
Engaging Young Children in the Outdoor Environment – 30 minutes
https:
www.youtube.com/watch?v=FrEfhE5VuSQ
ECE/Elementary
Morning Circle at Pre-School – 15 minutes
https:
www.youtube.com/watch?v=PZY-hB2C_Iw
ECE/Elementary
Observing in the Child Care Center Collection - 30 minutes EACH
ECE only
https:
www.youtube.com/watch?v=iDg2hR1FPgA
https:
www.youtube.com/watch?v=ljahBVDaBNE
https:
www.youtube.com/watch?v=Lz0Oh2cxoTU
Kindergarten Phonics Lesson – 45 Minutes
https:
www.youtube.com/watch?v=cjNv2dQCFEk
ECE/Elementary
First Grade Math Lesson on Time – 30 minutes
https:
www.youtube.com/watch?v=t13JZRqaZx4
ECE/Elementary
Second Grade Reading – 1 hou
https:
www.youtube.com/watch?v=OKk2XzCSHu4
Elementary
Second Grade Math Counts Lesson – 45 Minutes
https:
www.youtube.com/watch?v=zgW9hJE_n_s
ECE/Elementary
Third Grade Math Lesson – 45 Minutes
https:
www.youtube.com/watch?v=T8UqmMyiFCE
Elementary
Third Grade First Encounter with Whole Brain Teaching – 15 minutes
https:
www.youtube.com/watch?v=UF8zHAK0vJM
Elementary
Third Grade Whole Brain Science Lesson – 15 minutes
https:
www.youtube.com/watch?v=uFEFbC63HMg
Elementary
Classroom Management (5th grade), Week 1, Day 1 – 30 minutes
https:
www.youtube.com/watch?v=pgk-719mTxM
Elementary
Fourth Grade Poetry Lesson – 15 minutes
https:
www.youtube.com/watch?v=nFO8JC85Pis
Elementary
Fourth Grade ELA – Main Idea – 15 minutes
https:
www.youtube.com/watch?v=WJVd0Rmi
M
Elementary