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Math Classroom Observation
This eighth grade algebra class proved to be generally engaging, largely due to the efforts of the teacher. She does not rely solely on the text but rather uses it as a guide to preparing her curriculum and for devising equations for the students to solve in class. Otherwise, the teacher's explanation of the day's material comes across as being completely professional and based on a solid understanding of the mathematical principles at work. Her command of the subject matter is also evident in the way she confidently invites and promptly responds to all questions posed by students.
It is evident the teacher has a long-term agenda in mathematics; each topic flows into the next in a logical manner; she omits that which she feels is unnecessary and spends more time on issues that plague the majority of students. Whenever possible, she challenges her students with more advanced math problems so that they can better appreciate the lessons and put them into context.
The teacher...
However, implicit in her day's plan was the assumption that the students would understand the mathematical principles. Because the lesson of that day built upon the previous day, many of the in-class equations were simply tougher versions of the ones presented previously. Some of the strategies the teacher used to encourage enthusiasm and class participation included a positive attitude and patience: for example, she spent ten minutes explaining just one equation because many of the students could not understand how it was solved.
The teacher is keenly aware of the students who struggle more with the class. A few of these students are also shy and too intimidated to raise questions. However, others are simply not interested in the material. Realizing this, the teacher does not instigate them but rather tries to at least make sure they grasp enough of the basic material to pass.
When students demonstrate their confusion the teacher will review…
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.
According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are
Susan K. Peterson and associates (1988) conducted a study on the impact of the use of manipulatives on different kinds of students and concluded that the result of using manipulative was positive for both gifted and disabled students (Peterson, Mercer & O'Shea, 1988). Joseph Martinez (1987) also explained that the use of solid manipulatives made studying math more fun as well as less hectic and demanding for most of
formed on properly executed observations does make out efficient teachers as well as practices itself. Teachers' accomplishes on the classroom surveillance mechanism of appraisal system dependably envisage the attainment increases undertaken by their students. The outcome upholds the notion that teacher assessment systems require not be founded on test scores only for the purpose of providing constructive in sequence as per which teachers are for the most part effectual
Field Experience Report - Observation in the classroom at the school for the Deaf Introduction In the US, residential institutions of learning have had a long relationship with the deaf community. They are the centers where linguistic and cultural transmission takes place. The residential, educational institutions for deaf people serve learners at K-12 levels. They avail dormitories for learners who hail from far geographical distances. Usually, each state has built, at least,