Classroom Management Observation - Term Paper.
Classroom Observation and Reflection Paper Essay Pages: 2 (354 words) Individual Assignment: Classroom Observation and Reflection Essay Pages: 3 (604 words) Classroom observation summary Essay Pages: 5 (1014 words) Classroom Observation Essay Pages: 3 (595 words).
Classroom Observation On two different days, several observations took place in two different types of environment. I observed a teacher and her students of a second grade elementary school and a teacher and her students aged 18 months to two years old in a daycare environment. I observed the.
The indicators of teachers’ professional development we use during classroom observation (which have much in common with Taylor, Muller and Vinjevold’s (2003) indicators) include classroom setting; pacing and time management; sequencing; the nature of learners’ engagement and opportunity to learn; teachers’ questioning and explanations. In addition, teachers reflect on the lesson.
Observation Essay I. Teacher Skills and Learners The teacher that I observed for this project is quite competent. I appreciate many of the things that she does in her classroom. As far as musical skills are concerned, this teacher is very comfortable using vocal model and her singing voice. In each opportunity that I had to observer her, she.
Inclusive Schooling Observation Background Information Elementary W. School is located in a middle to upper middle class suburb of a large metropolitan city in the Great Lakes area of the United States. Although this school is located in this community, it is not as affluent as the rest of the city. It is one of 15 elementary schools in the district and services students from kindergarten to.
Catherine Driggs Improvements Additional Observations: Second Grade Observation -The alphabetization lesson is an excellent way to showcase both Gestalt's and IPM concepts because the alphabet is well-known and structured. -Students see their name as a whole, but are able to.
Abstract This essay explores the dialectic between the-orizing teachers’ decision-making and producing a work- able, theoretically grounded scheme for classroom observations. One would think that a comprehensive theory of decision-making would provide the bases for a class-room observation scheme. It turns out, however, that, although the theoretical and practical enterprise are in many ways.