3/10                    8:40       (45min)        9th Math                   Teacher A

 

3/13                    12:00      (30 min)      12th Science            Teacher B

 

3/21                    8:30        (45 min)      Special Ed               Teacher C

 

 

Obbsertions and Reflections:

 

I chose to go to a variety of classrooms to watch students' behavior in regular education and special education classrooms and to observe the difference in students' behaviors in different grade levels.

 

Teacher A began the morning by giving each student a brief moment of personal conversation by greeting each one at the door. (This class is the lowest level of math taught at our school.)  If needed, he directed their attention to their beginning activity of the day.  He seemed very comfortable with students moving about the room if they were on task.  He used the interactive white board to allow students to ask about problems they may have had with homework and/or to peer teach. The students became engaged using the technology provided and seemed eager to work math problems for the opportunity to use the white board.  The math problems were chosen based on the types of problems that would be on the test.  His test was easy to read with plenty of room for the students to work the problems. After he gave each student a copy of the test, he went over the test to make sure they understood the directions.  He said that he allowed students to have extra time if needed. He also allows students to re-take tests.

 

Teacher B teaches a science class of mostly seniors.  These students have opted for this class rather than a Physics class or a class requiring strong math skills.  I got to the classroom just before the students returned from lunch.  Before lunch the teacher gave a description of the lab for the day, the objectives, and the lab report format.  The teacher reviewed the format, helped students develop hypotheses, and stressed safety procedures.  The students had been divided into groups of 4 or 5 students.  Upon returning from lunch, the students got with their group members.  The lab involved effects of acid rain.  The teacher had materials ready for each group when they returned from lunch.  Students made "acid rain" with water and sulfuric acid.  Using beakers, the acid rain, marble rocks, and a scale, students measured the difference in the weight of the rocks after exposure to the "acid rain".  The idea was to see if "acid rain" effects buildings.

 

Students seemed very involved.  Although there was more movement and more group activity, the class was not as noisy as the 9th grade math class.  The students asked questions about how this was related to Atlanta area air pollution and the problem this could cause with plants in the area. 

 

From the discussion, the teacher and students developed the idea that they would grow two groups of cucumbers.  One group would be watered with "acid rain", the other with distilled water.  To make things more interesting, it was decided that only the teacher would know which cucumbers were watered with the "acid rain".

 

The students were self-directed and curious.  The teacher allowed their curiosity to direct the learning experience. 

 

At the end of class, each group labeled their beakers including the weight of the rocks according to teacher's directions.  They properly disposed of their "acid rain".  The next day the students planned to measure the rocks and complete the lab.

 

Teacher C teaches a self-contained special education classroom.  The students in the class are working toward special education diplomas.  A para professional is in the classroom.  The teacher greets each student.  Student Z reported that he was having a terrible day and didn't want to do anything.  The teacher responded empathetically and then offered suggestions for activities including time on the computer to work on math review, time to read a chosen book, time to write in his journal.  Student Z seemed very agitated so the teacher asked if he would like sit quietly for a few moments so he could think about what he would like to do.  She began the lesson which was a math review.  She told them she would divide them in teams after they finished their work and the team with the most correct answers would win time on the computer.

 

After most of the students started their work, she asked Student Z if he was ready to work.  He was still very agitated and asked to leave the classroom.  His IEP allows that when he is very agitated, he may go to the counselors' offices. The para professional typically observes him to make sure he goes to the counselors' offices.  The teacher kindly said that she was proud of him for letting her know politely what he needed and excused him from class.

 

She never seemed upset.  She remained calm.  She immediately redirected her attention to the other students and their math assignment. 

 

The three teachers taught very different students.  The commonality for their success seemed to be that they were well prepared and concerned with the individuals in their class and not just the class as a whole.  Students seemed motivated because the teachers had made the lessons relevant and interesting.