...The classroom I observed Tommy is in has about 20 children and two teachers. The age range for this class is between 36- 48 months and Tommy is 47 months. The purpose of this observation is to assess the child to see what appropriate skills based on their age they are able to accomplish. If children are struggling to meet the appropriate brackets the teacher is to set goals that are to help the children become successful and accomplish the goals. In this paper I will be talking about the Cognitive/communication section of the Carolina Assessment Log and what SMART goals I think may be appropriate for Tommy. The first area that I assessed was section ten: concepts/vocabulary: Receptive. In this category the appropriate skills for a 47 month...
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...1) First impressions of child within initial 15 minutes: The child was very friendly to me right when I came into the classroom she greeted me saying hello. My target child is very quiet she did not speak at all to anyone she would just do her assigned class work. Indeed she is very neat. She had no papers on her desk and inside of her desk was very organized. 2) Describe the activities the child participated in during your observation. During my observation for my first time visit she was seeing her occupational therapist. The first assignment she told me target child to do was to get four marble balls out of silly pudding. She completed this lesson fully and this was a great hands activity. The next activity she did with my target child...
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...My initial classroom observation went totally different from what I was expecting. I was extremely nervous to be just "staring" at students and typing on my huge laptop. However, a bit of my anxiety went away when I saw my classmate Maggie and also when we both decided that sitting in the front of the classroom was definitely something we were not interested in doing at all. During the duration of the observation I felt like an hour and fifteen minute class session seems way longer when you are just sitting and watching other's just simply do "stuff". I already knew what I was in the classroom to look for but I think I was hoping for better results. This was my first time being inside this very interestingly modeled active learning classroom and from doing research I was expecting smiling faces and super hyper active college students behaving like middle school students when they play education jeopardy. Instead, I observed a great deal of nail biting, and texting for the majority of the time. I thought maybe it's not the students who aren't paying attention, it may be me. Maybe I'm not looking for the right things, or just not looking hard enough. So walking out of my first observation I did not feel confident at all. I thought to myself, what I could do differently since my next scheduled class room observation would be in the next two days....
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...At Pearl River Central Upper Elementary School there are two fifth grade buildings. The fifth grade building where I student teach has all of the inclusion classrooms. Mrs. Lenoir has four fifth grade science/social studies classes with a total of ninety-eight students. Because all of the classes are inclusion there are different academic expectations to accommodate students with special needs and behavior problems. There are sixteen students in Mrs. Lenoir’s homeroom that have IEPs. Most of the students have been diagnosed with ADD or ADHD and are taking medication. One of the boys, Ty has such serve ADHD that he must wear a Ritalin patch to help him with his symptoms. Therefore, Mrs. Lenoir has instructed me that the lessons must be very...
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...I was once a camp volunteer for the Denver Museum of Nature and Science. One activity that the kids often participated in was making crafts. There was a boy named Mason, who loved craft time. His response to the craft supplies denoted an unconditioned stimulus that produced a unconditioned response of joy. Now, every time there was a craft activity scheduled, the volunteers would leave and get supplies. In this case, leaving the room introduces a neutral stimulus that did not initially produce a response from Mason. Now, the conditioning process begins when the craft supplies (unconditioned stimulus) and us leaving (conditioned stimulus) are paired and repeated. After a while, Mason started to notice that every time we left, it meant that...
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...In this part of the practicum, I will discuss a child with a special need who use a communication device. The device is not needed in the classroom but the speech therapist uses one with him during their sessions. The observation started in the classroom and ended in the resource lounge. The device assists with speech and language delay. On May 20, 2016 I observed a three-year-old who, I will call D. He struggles with speech and communication. D arrived to school at 8:45 am with his grandmother, he calls her mama. He then walked in the classroom and begin to wash his hands. After washing hands he walked over to the block area. While in blocks he played with a fire truck and while playing I heard him say “eep, eep.” I was able to observe him struggling with the letter B....
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...I observed Mrs. Holland”s 7th grade social studies class at Helen Tyson Middle School on Thursday October 29, 2015. The classroom had a great climate and was decorated with educational material. He had the desks set up in well, they were in organized rows but the front row was much too close to the front. They caused a problem when Mr. Holland was trying to talk to them and write on the board at the same time. Even though the desk set up was a little off, the dynamics in the classroom seemed great. He connected well with each student and was interested in what they had to say. He was a very fast paced and demanding teacher. He had the students do jumping jacks in the middle of class, toss a ball around when asking questions, and would randomly...
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...commented on an individualized service plan that is being outlined to show what services the agency will provide for children that is waiting an evaluation to find that if they are eligible for IDEA; other children that have delays but do not meet the state’s eligibility criteria. Ms. Newton suggested that during the speech/language orientation training that is conducted each year, the speech/language therapist (Hollie) could offer some suggestions for teachers based on what she does with children. Starting this school year, a copy of the Therapy Follow-up Sheet will be implemented to show that both agency is working together to ensure children services are implemented. Ms. Newton didn’t commit herself to providing children services in the classroom. She will leave it up to the therapist to make that decision. She preferred the statement was not written into the LEA Agreement. LEA agreement was reviewed and updated. The session was very productive. Gladys Kiner, Chairperson/Recorder Cc: Shelia Newton ...
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...there any experiences or observations within the classroom that made you uncomfortable or aware of your own biases, stereotypes, and/or incongruent expectations? o No, there was not any experience or observation within the classroom that made me uncomfortable or aware of my own biases, stereotypes, and/or incongruent expectations. The observations and experiences that I have faced has been ones that I have experienced before. • Were any of your perceptions about the students and/or cooperative teacher incorrect? If so, what differ and how do you think you came to that misconception? o No, the students and the cooperative teacher are just what I expected. The students are willing to learn and does not cause difficulty within the classroom....
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...Bradberry served the three learning styles in her fifth grade classroom. Auditory learning is hearing information. Visual learning is seeing or reading information to understand the concept. Tactile learning is hands-on activities to learn. She also provided a word wall with the vocabulary words of the lesson to help her ELL students. In the beginning of her class, she had a discussion with the students about what they had already learned. The students used their auditory learning by listened to what she was teaching. They used their visual and tactile learning while they followed her notes of drawing and labeling of an ecosystem. They even colored the picture and used two distinctive colors for living and nonliving...
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...For the participant observation project I chose to do Chapters book store, which was located at Orchard park mall. The dates I went were; first 26th of July around 1.00 pm, second day was on the 31st of July around 4.00 pm, and finally on the 3rd of August around 11.00 pm. Through critical thinking and deep observation this article’s focus will be; rituals, gender codes, and consumerism (Schultz et al. 2012). Chapters book store is about selling books: the concept of consumerism is deeply tied to selling books. People buy books they prefer and due to consumer demand more books are brought in and sold. Furthermore, this repeated process of buying and selling has become some sort of ritual. There is a repeated process of consumerism at play here, this book buying process is out of daily routine, then there seems to be a schema which is buying books, all of these fits very well with the definition of ritual (Schultz et al. 2012). The people working at chapters and its customers are performing this ritual on a daily basis. There were other rituals such the process of buying of books as well. The customer has to always head to the cashier, the...
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...5. There is always room for improvement in any facility. My organization is consistently seeking ways to improve their services they provide, structure, etc. The physical layout of the school is not desirable to how the grade level classrooms are assigned. The youngest students in the school are the 5-6 year old kindergartners. These students are located on a hallway that is the farthest in location to anything in the school. Some examples are the cafeteria, gym, office, etc. This makes is difficult when trying to arrive to different places efficiently in a timely manner. The arrival and dismissal process is also difficult due to this issue. These students often struggle with arriving/leaving on time, struggling to find their classroom, and...
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...Today, I worked with two students who were in the second grade. They both had one worksheet each and were to write each of their spelling words three times, along with a worksheet pertaining to action verbs. The worksheet only took both of them about fifteen minutes and then their homework was finished. I noticed that both of these students read the sentences out loud when trying to find the action verb in the sentence before actually picking it out. This is a very good technique because saying things out loud always helps. I also gave them clues when finding the action verb. I would always say, “What is he/she doing?” They seemed to really understand what an action verb was quickly. Next time, we could possibly work out finding action...
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...Demographics My observation took place at Clinton Middle School in Anderson County, Tennessee. CMS serves 651 students Grades 6 through 8. 38% of the students are from families that are economically disadvantaged and 15% of the students have disabilities. 92 % of students are White, 6% are Black and 2% are Hispanic. The class I observed was a Comprehensive Development Class. At Clinton Middle School the Special Education staff provide a continuum of services to students with disabilities. Their premise is that the general education classroom is the first placement for all students. Services intensify based on evaluation measures, and an Individual Education Plan (IEP) is developed dependent on any students’ individual needs. The Comprehensive Development Classroom is one service delivery model that they provide. Students in the CDC classroom have been identified as needing a small, structured environment where core...
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...The observation took place as my friend and I were walking to a shopping center in our town to get dinner. It was around 6ish so there were plenty of cars around, but few people walking. As we were waiting at a light to cross the street another woman was standing on the opposite side of the street also waiting to cross. She was dressed casually in wore jeans, a sweatshirt and sneakers. Everything was normal until the two men in a truck stopped at the traffic light started yelling at the woman. They were honking the horn to get her attention and yelling stuff like “Hey baby! Over here!”. It was clear their intention was to pick her up because they used words like “baby” which in this context can be seen as sexual. They were laughing, but she...
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