Children at this age can be forgetful. By having the supply table in the front of his room he makes sure that they all still have what they need to learn for the day. He uses his space well. He also uses the desks and makes a seating chart. He changes this seating chart periodically.
Typically, both are open five days a week for a set number of hours each day. Students sit at desks in classrooms and are expected to listen to and learn from their teachers. There is a set time for lunch. Each day, students are given homework assignments. Students take quizzes and tests.
On-campus classes make it easier to communicate one-on-one with your teacher. If you need any help or just have a question, you can speak to your teacher during class and/or speak to a student in your class. Any assignments that you get can be completed in class, on-campus, or at home, then turned in to the teacher. The books needed for your classes are owned by you, so you can make notes and highlight the text in the book if you need. It is harder to procrastinate while taking classes on-campus because you begin the homework in class (most times) and have the teacher to notice if you did or did not submit your assignments.
When we watch the videos the teachers were thinking out loud and discussing the little voice in her head that tells her things while she is reading, like “oh I have no idea what I just read” or “hum I wonder who this person is?” or “wow that’s neat!”. The students were able to connect with her and start thinking about reading and listening to the voice inside their head they then wrote or discussed with a peer what they thought about the reading passage. A literacy activity I could do in my classroom would be a think aloud. I could explain exactly what I am thinking while reading a passage, then have the students read another passage and practice talking about what they read and where thinking to a peer. I could also incorporate highlighters or underlining strategies to incorporate note taking and thinking while reading into this lesson.
Students are removed from the general education classroom to work with a teacher in small groups, normally consisting of 4-5 students for 1-2 hours per day. The instructional lesson observed was a language arts lesson which focused on reading comprehension and vocabulary development. The small group consisted of 1 African-American boy, 1 African American girl, 1 Hispanic boy, and 1 Caucasian boy. Students are seated in an area free from distractions. The group was seated at a small kidney shaped table, with the instructor seated in the middle.
This case study occurs in a small elementary classroom in the Northeast United States. The teacher being observed is named Linda Walker. Linda is a new teacher and the focus of the observation takes place during her reading lesson. Beginning the Lesson Miss Walker begins the day by taking attendance and lunch count. I thought it was important to note that Miss Walker took advantage of this opportunity to involve her students and have them use their math skills.
Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
This transcript is set a classroom context, and shows some students in the class talking and responding to the teacher’s questions at the start of a History lesson. We see use of both standard and non standard language, and lots of features of spoken language. At the start of the transcript the teacher emphasises the words ‘right everyone, settle down’; this is a discourse marker and is used by the teacher to signal to the class that the lesson is about to start and so to listen. He then pauses before repeating the words ‘settle down’. I think this is where he is talking to different parts of the room to a make sure he has authority over all of the students and to reiterate that he is ready for the lesson to begin.
The class was so active and busy that made observing behavior harder and more interesting. Students were helping the teacher in discovering the lesson they were all curious about the new story and answering all the teacher questions so they can discover the new story or topic they would learn that day. According to Piaget a child builds up schemes, mental maps, or concepts when he understand and respond to the environment around him. The children were seated on a semicircular line ready
Data Collection Teachers write down their observations in a notebook after the class is over, they write down which students are showing some behavior problems that might need an intervention, they can classify these records according to the nature of the function they belong too (attention, avoidance, escape, etc). This record is actualized every day so the evolution of individual cases can be followed and later it can be presented to the parents or behavior specialist. Another way to collect data in an indirect way is though the reports of other students that feel that the behavior of a particular student (or group of students) is limiting or threatening the free flow of the academic activities or the peaceful development of recreation activities. These indirect reports need to be written down. Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context.