4-+Residents'+Reflections

Instructions for Residents' Page Below each set of questions, state your name and post your observations in essay format incorporating the prompts provided. You are encouraged to discuss the subjects presented in each observation set and reflect on how your observations may impact your teaching. Every resident should attempt to answer every prompt, so the dates have been removed.

Observation Set #1

1. Describe the physical classroom space. 2. What strategies or routines are in place to facilitate a welcoming environment? 3. Reflect on student behaviors that indicate a welcoming environment.

The classroom seating was arranged in a manner that allows easy movement for both the teacher and students.The room serves as a classroom and lab. The seating arrangement allows for collaborative learning. 1. 2. On the walls are the pictures of Albert Einstein, Estuary, Louisiana Wetland, and Periodic Table of Elements. 3. Structure and predictability were maximized because the students knew what was expected of them and they did just so.They collaboratively worked in their respective groups and the teacher displayed withitness to a high degree.Transition was seamless.

Alice- This is a great reflection. Just wondering who wrote this and what school you were visiting. Also, you might want to leave the questions posted next time and write your reflections below the questions. March 23, 2012

Name: Jessica Baker

Date of Observation: Monday, March 26, 2012

Location of Observation: Hynes Elementary

Mentor: Wendy DeMers

The purpose of this observation was to focus on observing the classroom environment. Hynes elementary is located in a beautiful new facility. The science classroom is set up as a science lab. One observation that I immediately made was that the lab tables are not attached to the floor. I currently teach in a science lab, and one of my main issues is that the tables are attached to the floor. This is fine most of the time, but for certain activities that require more space, this is a big problem. Ms. DeMers said that when designing the lab, she was very clear about wanting the freedom to move the tables. I feel like this is an important piece of designing a science classroom that could be easily overlooked.

As the students entered the room, they knew exactly what was expected of them. This helped them to get on task immediately in order to maximize instructional time. It was clear that time had been spent on teaching the students to become responsible for their learning. There was a basket in the room for extra handouts. Students who missed the previous class knew exactly where to find the assignment that they needed. As the students walked into the room their homework assignment along with other important information was posted on the board. The students immediately began the task written on the board, which was to write their homework in their agendas. Ms. DeMers was able to redirect students who did not immediately get on task by thanking those who were on task. The others then did what they needed to do to get on task.

It was clear that time and effort had been put into creating an environment that is conducive to learning. Signs were posted on the wall indicating specific student roles for working in groups. Homework assignments were also posted on the exit door as a second reminder. Extra supplies such as pencil sharpeners were located in a place where students could easily access them. When the students walked into the room they seemed excited to be there, and they did not rely on teacher instruction to begin their work. This gave the teacher time to record attendance and check in with students about specific issues such as missing assignments. A system developed and used by Ms. DeMers is a coded daily check off list. She carried this with her throughout instruction where she could easily make note of students who were off task, missing assignments, absent, and other things along these lines. This sheet can then be used to help assign participation grades, and is a great resource for parent teacher conferences. Overall, I think there is a great deal to be learned from the way this classroom is set up and from how it is run.

Observation Set #2 Learning is accessible to all 1. Describe the learning environment. 2. What strategies or routines are in place to facilitate accessible learning to all students? 3. Reflect on student behaviors that indicate accessible learning.

(EZEKIEL OSUNDE) The seats are arranged in a manner that conforms to learning centers. Each center caters for a team of four students.Students can easily see the board and no matter where the teacher stands, the class is under her purview.

Instructional materials are neatly placed in specified areas.Students are well aware of where materials for the day~s activity can be found.Once, the instructor asked for an instructional material, the students without thinking twice know where to pick it.The teacher came with several instructional modalities.Once, the computer and overhead failed.But the teacher went on presenting her instruction by resorting to the chalkboard.There was no dead time.The teacher circulated in the classroom throughout the 90minutes without sitting down for a minute.Even before the students enter the classroom, the teacher is poised to start the lesson.

The students are well behaved.They paid rapt attention to instruction and whenever there was a problem, the students raised their hands.The teacher~s response was swift.There was seamless transition between periods.The students kept their various seats neat and tidy before they exited the room.The students were orderly as they exited the room for their next class.

Jessica Baker Location: Patrick Taylor Date: Monday, April 9, 2012 Mentor: Janelle Simpson

During this observation, I observed a very complex topic taught in a way that allowed the students to take an active role in their learning. The lesson began with a demonstration of a chemical reaction. The students then completed a POGIL (process oriented guided inquiry learning) activity. This activity consisted of guiding questions to help students work though a diagram in order to gain an understanding of the process of stoichiometry. The students then answered a review question on white boards. Throughout this lesson, the students had multiple opportunities to access the information. They worked together in groups, and took an active role in the learning process. Working together in this way helped to ensure that all students had access to the information. If this had been taught in a traditional lecture setting, it is likely that many students would have walked out of the classroom with notes, but not with an understanding of the material. Instead, by the white board portion of the class, the students were defending their own answers and critiquing others. This indicated a high level of learning.

Observation Set #3 Formal and Informal Assessment 1. How is informal assessment tied to learning outcomes? 2. Describe an example assessment. 3. What kind of feedback do students receive following an informal or formal assessment?

(Ezekiel Osunde,Thomas Jefferson High Sch) Informal assessment helps the teacher to assess the degree of comprehension of the class as the unit progresses. on the basis of informal assessment, the teacher can decide whether to re-teach the completed segment of the unit or move on. It is a teaching strategy that is directly linked with learning outcomes.An example of informal assessment is formative assessment.Here the teacher creates ample opportunities for students to respond either orally or in writing as the instruction progresses.Ms Schmolinger (my mentor), used it by asking her students to define scientific hypothesis without checking their notes.By their response, she went over it again, stressing the key words in the definition of scientific hypothesis.After, she asked the students to pick the correct answer from several statements she has written on the chalkboard.There was marked improvement in their response and she gave immediate feedback to the students. .Overall, informal assessment helps guide the teacher as to the extent the learning objectives have been achieved.

Jessica Baker Location: Hynes Elementary Date: Tuesday, April 10, 2012 Mentor: Wendy DeMers

Informal assessment can be a very important tool for the teacher to gain an understanding of how well the students understand the material before a major assessment. This data can then be used to modify instruction to meet the needs of the students. Although I have not observed a test day at Hynes, I have observed many examples of assessment. There is certainly informal assessment, which looks different with each lesson. One example that I found helpful was to have the students draw an original diagram of somewhat complex information. The teacher then walked around to look at the diagrams, which was a very quick way to check understanding. Another informal assessment tool that is used often is homework. This gives the students an opportunity to really work with the material in order to assess understanding, and once again, the teacher has the opportunity to look for misconceptions. I have not been in class on testing days, but I have been observing when tests and homework papers are returned to students. The answers are gone over with the whole group and questions are addressed.

Observation Set #4 Organization 1. What organizational strategies have you observed that benefit student learning? 2. Do you think this strategy would be effective in your classroom? 3. Describe how this strategy is tailored to the environment in which you are observing. (EZEKIEL OSUNDE, THOMAS JEFFERSON HIGH SCHOOL) The students are placed into groups of four, classroom is not cluttered and every instructional material has a specified location. For example, if the teacher requested each student to pick a laptop they know exactly where to go and besides each student recognizes the laptop he/she used during the previous class.Effective learning can only take place in an organized classroom environment and to that end, Ms Schmolinger~s organizational strategy is worthy of my emulation.The main thrust of science is investigation and in the course of doing so, you need materials to work with. If these materials are not well organized and placed in appropriate locations; there will be chaos and safety will be compromised.The organizational strategies here enhances learning: seats are well arranged in such a manner that anyone can easily circulate in the room and scientific charts and posters, are conspicuously displayed.

Jessica Baker Location: Higgins High School Date: Thursday, April 5, 2012 Mentor: Paul LeBlanc

The class was well structured. There was a very apparent routine, and the students knew that routine well. This seemed to work well with this group of students. I am not sure if this would work in all settings, but the structure seemed appropriate in this classroom. This structure could be a very important strategy with a group of students that lacks structure in other aspects of their lives. At first I was skeptical of the structure. In my class, routines lead to complacency. I have to constantly change things around to keep the students interested and engaged. I wonder if this is related to home life and the amount of structure that is experienced there.

Observation Set #5 Extra-curricular Involvement 1. How is your mentor involved in school culture outside of the classroom? Committees, after school activities, leadership district or state organizations? 2. How do these other activities enhance student learning? 3. Describe some non-academic activities in a typical week at this school.

<span style="font-family: 'Times New Roman','serif';">Jessica Baker <span style="font-family: 'Times New Roman','serif';">Location: Hynes Elementary <span style="font-family: 'Times New Roman','serif';">Date: Friday, April 21, 2012 <span style="font-family: 'Times New Roman','serif';">Mentor: Wendy DeMers

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ms. DeMers is very involved in activities outside of the classroom. On this particular visit she was preparing for a trip to Disney World with the eighth grade class. The excitement among the students was very apparent. I think it is very important for a teacher to get to know his or her students outside of the classroom and for the students to get to know their teacher outside of class. Extra curricular involvement helps to foster a community spirit and shows the students that the teacher genuinely cares about the activities in which they are involved. As I watched the students get their Disney t-shirts at the end of the day, I could see the genuine relationship between them and their teacher. It is a relationship of mutual respect, which will without a doubt, translate to better classroom interactions and growth.

Observation Set #6 Parent and Community Involvement 1. In what ways does your mentor seek to create parent and community involvement at the school? 2. How does this involvement impact student learning? 3. What role do parents and community members play in the school in general?

<span style="font-family: 'Times New Roman','serif';">Jessica Baker <span style="font-family: 'Times New Roman','serif';">Location: Hynes Elementary <span style="font-family: 'Times New Roman','serif';">Date: Friday, April 27, 2012 <span style="font-family: 'Times New Roman','serif';">Mentor: Wendy DeMers

<span style="font-family: 'Times New Roman','serif';">It is very apparent that the parents are invited to take an active role in the education f their children. Ms. DeMers has the parents sign all graded assignments. She also calls parents when there is a problem with a student in class. She also speaks with parents when they drop their children off in the morning and pick their children up in the afternoons. It is clear that she is well respected among the parents, which is crucial for effective teaching. This relationship ensures that the prints understand the expectations the school and the teacher has for their children. They can then better support their child in his or her studies outside of the classroom. I have observed many parents volunteering at the school and also for class trips.

Observation Set #7 Differentiation - Reaching all students 1. How is differentiation planned into each day's lessons? 2. What examples of differentiation have you observed that impact student learning? 3. How does the teacher facilitate students in recognizing their learning styles?