School Work

Class Observation

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Observing Teaching Strategies
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  Classroom ObservationThere were three important things that I noticed while doing my classroom observation. First, was a teaching strategy used by the teacher to wake the kids up and get them to pay attention. Second, was how the teacher dealt with and overcame bad behavior. Last, was how the teacher used analogies or particular math problems, which allowed the students to grasp the material better and get more involved.!pon my irst day, at eight o clock in the morning, as e#pected, everyone was tired and lacking in interest and energy. The teacher used a warm$up game to get everyone to wake up and get more involved in the class. %e called this game, &'illy$(illy 'orld) and it took me a bit to igure it out. There weren t clear winners but i you raised your hand and said a phrase that met with speciic rules then you would be deemed &right) by the teacher. 'hat one had to do was say, &In 'illy$(illy world there are ***** but no *****.) The student is supposed to ill in the irst blank with some ob+ect and then put another ob+ect that usually goes with or pairs with that ob+ect in the second blank. So, or e#ample, &In 'illy$(illy 'orld there are orks but no spoons) or, &In 'illy$(illy 'orld there are eet  but no hands.) I was surprised how many kids wanted to say one o these phrases and how hilarious they ound the game. It caught their attention and got them ready to play another game. The second game was ar more academic but was still observed to be eually un. The teacher would write a number on the board that was in the domain o a unction and then write the corresponding y$value. The students were supposed to guess the unction based on #$ and y$values. These games were used at the beginning o class to catch student attention and I ound them to be e#tremely useul strategies.There were a ew students sitting in the back o the classroom -where I was sitting that continually talked to each other and did not pay attention. I was wondering when the teacher was goingto catch on and what he would do to resolve the problem. Their chattering became very loud and the teacher took notice. I e#pected the students to either be disrespectul or not listen to the teacher but was  surprised to witness +ust the opposite. The teacher singled them out in ront o everyone and, without yelling, told them to be uiet and pay attention. /aybe it was because the class went uiet and all stared at the students, putting a sort o &peer$pressure) on them, but the teacher s actions solved the  problem.The last thing I noticed was another practical teaching strategy. The class was going over slopeso unctions and the teacher gave an e#ample where the slope was a number divided by 0ero. 1veryone  became conused and didn t understand why the slope did not e#ist. %e -the teacher e#plained the raction to the students -the raction being 234, saying, &I I had si# dollars how could I split or divide the money into pieces so that I do not have any cash5) This uestion seemed to make sense to the students who replied that it was impossible. Secondly, the teacher described slopes to the students usingsnowboarding as an analogy that was useul or memori0ing which slopes are negative, positive, 0ero, or do not e#ist. %e said, &I you re going up a hill this is positive since you are adding on eet rom the distance to the bottom o this hill, i you go down a hill this is negative since this is subtracting eet in relation to the bottom o the hill, i you hit the lat ground and eventually stop moving this is 0ero, and i you snowboard o a cli -straight up and down line then you will no longer e#ist .) I ound this metaphor to be particularly interesting as did the students.
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