Observation 2

My partner (C) and I came into the classroom and started chatting with Ms. S for a little bit about our upcoming preassessment. We worked out when we would administer it and also if she had a format preference. She said that she normally gave multiple choice tests at the end of units to get the students ready for the format of the SOLs. Ms. S is always so helpful and accommodating, which makes this placement so worthwhile. She always answers our questions, gives advice when needed, and is extremely flexible. C and I were discussing how lucky we felt to be involved with such a neat teacher and great classroom!

Today we each took two students and worked on a word study lesson. Both groups were working on making words plural. My two students did alright using the rules, but were having trouble committing the rules to memory. I was not really concerned because this was just their first exposure to the concept. They understood how to evaluate the ending of the word and apply the correct rule. Overall, both groups of students did well.

C and I went back into the classroom and observed guided reading and independent reading time. All of the students were engaged, except a few who drifted off near the end of the time. I was really amazed at how much the students got into reading. The guided reading groups were having lively discussions and even making physical movements to make a point from the text. It was refreshing to see all of the students so involved in reading.

All in all, it was a rather laid-back visit. Next visit = preassessment time!

Observation 1

Today’s experience in the classroom definitely reinforced my teaching metaphor of a shepherd guiding her flock. Ms. S began the language arts block by meeting with guided reading groups at the conference table in the back of the room while the rest of the class worked quietly on reading various books at their desks. In all of the guided reading groups she introduced a book and had the students discuss the topic and make predictions. The students then took turns reading out loud. After reading, Ms. S got the students engaged in discussing characters, plot, and other issues that arose. During the meeting times, a few students not currently in a meeting had questions to ask the teacher. She quietly provided them answers without interrupting the guided reading group. Ms. S provided scaffolding for discussion of the books so that she did not dominate the entire discussion which allowed the students to talk about their thoughts and ideas.

Ms. S began the science lesson with a brief review of what they talked about last class (which had been Monday). She had students recall as much as they could and then introduced the new task. They were split into groups to work on drawing different habitats on huge pieces of paper. She pointed them to reference books at the back of the classroom. The students grabbed pieces of paper, pencils, crayons, and the books to complete the task. Ms. S went around the room from group to group to give assistance when needed and also to push students in the right direction.

Overall, Ms. S ran her classroom similar to my teaching metaphor of a shepherd guiding her flock. She did very little whole group lecture and more individual and group work in which she could give better feedback and instruction. For example, instead of lecturing about habitats for all of science, she gave a brief review and set the students on their own to complete the task. The students were able to use what they remembered and also learn new information from the books provided. Also, they knew Ms. S was nearby if they had any questions or needed help.