Observation of the Teacher’s Role in the Classroom
Taylor High School
10th grade Ms. Shaw and Mrs. Graham
1. Students select their courses at the beginning of the year with their parents and a school consular. If a student is currently enrolled in regular classes; based upon performance and grades the teacher can recommend a student to take Pre-AP courses.
2. The teacher that I observed taught Pre-AP English and didn’t have any special credentials. She was an English major, and has been teaching for three years. Although some schools may require special credentials in this field, Mrs. Graham did not have any.
3. The students who are visual learners; the teacher had tons of writing examples and tools displayed around the classroom. For the auditory learners, the teachers read many different selections and gave the students many examples and ideas of what she was looking for in the assignment. The teacher lectured her instructions and used children’s books as examples for the lesson she was teaching.
4. There weren’t any students with disabilities during my observation.
5. The curriculum is accommodated to help students meet standards set by state by focusing on teaching students how to write essays and papers. Mrs. Graham gave her students tons of writing examples and transitional words to help broaden their vocabulary and imagination. On the writing part of TAKS, the graders look for key words and transitional words. This keeps students from repeating the same words.
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6. The pace of instruction seemed regular and normal in the Pre-AP English class. The atmosphere was good because the students were really engaged into the lesson and the teacher. Ms. Shaw on the other hand teaches regular English; they were on a slower pace. The students looked the same, but the maturity level was higher in the Pre-AP class. The students were more confident as a whole and Ms. Shaw class seemed to be less interested and motivated. There were a few students that were serious about the assignment, but the others fed off each other’s energy.
7. Students did mentor and tutor one another. The teacher had them proof read one another’s papers. They could give suggestions and also make corrections if needed. This also helped students identify errors. Students don’t always comprehend the teacher’s instructions and maybe afraid to ask questions.
8. The classrooms that I observed in my opinion have a Communication and Collaboration curriculum. The students worked alone and together to help one another with their papers. They were able to help make suggestions, corrections, and learn from one another by reading each other’s papers.
9. Thinking forward to my own career, I would love to teach Pre-AP classes. The students have more drive for learning. It seemed as though the students in the regular class were disruptive and wanted to socialize the entire class period. I don’t think teachers should have to deal with discipline and teaching. When you have students that want to learn and actually care about their future; I think that motivates teachers to be better teachers. When you have to deal so much with discipline it can become draining and reflect on the teacher’s ability to effectively teach.
10. This classroom was effective for specialized learning needs because of the teacher. Mrs. Graham was full of energy and ideas. I observed her use many different helpful tools and suggestions throughout her lecture. I especially liked how she got the students to proofread one another’s essays and make corrections and suggestions. Students were almost writing a completely new essay without even thinking, just by suggesting and making corrections. Discipline should not be such an issue for teachers. This can almost make it impossible to effectively teach if you have a rowdy group of high school students. Parents should be put on contracts for there child’s behavior and performance. It’s to the point to were teachers have to be mentors/parents and teachers.
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