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Rationale for Artifact 11 Artifact 11 for
Domain I: The SSU teacher candidate is well grounded in general
studies and the specific discipline area(s). Understand the disciplines they
teach and how to teach it to students. Name of Artifact: (Observation) Field Visit #6 Rationale: This
was my sixth and final field visit. The color I used the most was “Mauve”
(Establishing and maintaining consistent Standards of classroom behavior).
This was the most active class I observed, so it was understandable that the
teacher would use “Mauve” more than the others. I chose to put this in Domain I, because I
believe that after all of my observing I was much more aware of general
studies and specific disciplines. I decided that the NAEYC Standard 3: (Observing, Documenting, and Assessing to
Support Young Children and Families) supported my artifact the best.
Getting to observe how other teachers handle themselves and their students
was an eye opening experience for me, and I do believe that it will help me
in my teaching endeavors in the future. I got to record the students’
activities and behavior as well as how the teacher handled them. |
Grace Morgan
Education 115-01
Dr. Patric Leedom
Field Visit #6
May 17, 2005
9:00 am- I enter the classroom and the teacher introduces me to the class. The students seem very happy and friendly. I then go to the back of the room and sit by the computers.
Begin Yellow: Making learning goals
and instructional procedures clear to students.
9:10- The teacher tells the students what they are going to be doing this morning. She then tells them to take out their booklets. She explains what needs to be in their booklets. The teacher tells them they can decorate the outside of the booklet if they want.
9:15- A students raised her hand and asked what they are to write on the front of the booklet. The teacher tells them they can use their picture as the cover page. She finishes explaining and asks if there are any other questions.
End Yellow
Begin Mauve: Establishing and
maintaining consistent standards of classroom behavior.
9:16- The teacher tells the class that she realizes that they are allowed to talk and giggle, but they cannot get so loud that another class could hear them.
9:18- The teacher tells them they are going to clean the room tomorrow.
9:20- The teacher passes out the folders so they can begin working on their booklets.
9:22- One student walks around the room and passes out each of the students’ tokens. They get tokens everyday for the work they do. The tokens they have collected get used towards the class auction they will have on the last day of school.
9:25- The students group themselves at different parts of the room and they work together.
9:27- The teacher helps a student that is having difficulty with the project. She works through each problem with him by reading it out loud and asking him questions.
9:30- The teacher demonstrates how to use the hole puncher.
9:31- The teacher calls on each student one at a time to pick up their picture that was taken at the beginning of the year.
9:32- The students continue to talk quietly and work hard on their booklets.
9:34- The teacher shows the class how to put the yarn threw the holes in their booklets. One student uses the word “ain’t” and the teacher looks at her and states “she ain’t?” and finally the student corrects herself and says “she is not.”
9:40- The students are working very well together. Probably the most well behaved class I have observed. The teacher sits at the front of the room and gives assistance to those students that ask for help.
9:43- The teacher is still taking their pictures off the wall and she is calling on them to get their picture, so they can use it for their booklet.
9:50- One student is goofing off and the teacher tells the student to sit down and stay on task.
9:54- The teacher comes to me and explains why the guidance counselor was in the room observing. She was observing a new student who is here on a trial basis. He came from a severe behavioral problem class. She said she explained this to me so that I would not be confused by one student getting much more attention.
9:55- The teacher tells the students that those who have not done their teacher interviews need to come to the front of the room so they can complete them.
End Mauve
Begin Blue: Encouraging students to extend their thinking.
10:05- The teacher asks a student if he needs help with his booklet because he is not working on it. At first he does not answer, but then he says he does not want to. She tells him that the reason kids go to school is to learn and read. The boy still sits quietly and does not work.
10:10- The group of students are still conducting their teacher interviews. The teacher tells the class that they can take a restroom break if they need it.
10:20- The teacher tells a group of girls that have been goofing off to stay on task.
10:25- The teacher tells a boy that is not staying on task to work on his papers that are not finished.
10:26- The teacher asks a student to help the boy that would not do his work earlier. The teacher tells the boy that he has to do his work so he might as well let the student help him to make it easier. The boy does begin to work with the student that is helping him.
10:35- The teacher tells the class that they need to settle down and concentrate on their work.
10:45- The students go around the room and get their classmates’ autographs for their booklets. The teacher announces that she wants the booklets finished before they go to lunch.
10:50- The students that are finished with the booklets get on the computers.
10:55- The student with the behavioral problems is sent to the guidance counselor to begin his testing. A different student is helping the boy who would not work. She tells the teacher that he is not cooperating. The teacher tells him that he has to complete at least one more paper before lunch.
11:00- The students that have completed their booklets are playing games on the computers now.
11:05- The teacher states that she is going to the restroom and that they only have 20 minutes until lunch.
11:10- The teacher tells the student that was helping the boy to go on the computers and that she would take care of him now. She tells the students to clean up their messes.
11:15- The teacher tells the students to get off the computers and to go count their tokens. She tells them to put them in stacks of 10 or 20 and to put paper clips on them.
11:23- The boy that had behavior problems came back from the guidance counselor’s office. He stated that she said he did really well.
11:25- The teacher tells the class to leave their tokens where they are, because it is time to go to lunch.
11:30- The students line up and then leave for lunch.
Reflection
Yellow
1. Did students seem to understand the goals, objectives, and the content of the lesson?
Yes the students understood the goals, objectives, and the content of the lesson. The students did not seem confused by it at all.
2. Did students seem to understand the procedural instructions?
Yes the students understood the procedural instructions. Only a couple of times did a student have to ask for more detailed instructions.
3. What did students do when they did not understand something?
The students would simply raise their hand and ask for help.
Mauve
1. What advantages and disadvantages are there to the classroom management?
strategies and methods in use?
This class was probably the most well behaves class that I observed. The teacher was very aware of her students. Her timing was perfect when managing the class. She had a very organized way of keeping the class on task.
2. What appealed to you, and why?
What appealed to me is how effortless she made it seem. She never seemed overwhelmed or busy at all. She was always calm and focused.
Blue
1. What are the advantages and disadvantages of the levels of Blooms you observed in use? Were they in alignment with, or appropriate for the lesson’s goals and objectives?
The advantage would be that she did get the student to finally do his work. However, she may not always be that lucky. She did push him pretty hard, and that could possibly have negative affects with a different student.
2. What are the advantages and disadvantages of the questioning strategies that you observed?
When she was asking the boy (that would not do his work) questions he was closed off at first, but he eventually opened up to her and completed his work.
3. What appealed to you as you observed the teacher’s attempts to extend student thinking? And why?
What appealed to me is that the students were very eager to please the teacher. So when she pushed them to work harder or do more, all of the students were very determined to do what she asked.