Observations
Lesson
The teacher begins the lesson by telling students that today they are going to work in groups, discussing one another's personal narratives. During the previous week, students studied what personal narratives are, and each student created their own personal narrative. Before students were to work in groups for the duration of the lesson, the teacher talked with students about how they should communicate in their groups with one another. The teacher first asked the students what they thought was a quality response to a classmate's writing. Students provided response examples such as, " I liked this because..."
and "You could try taking this part of your story out." It became apparent that the students understood how to respectfully communicate with their peers when editing. For example, one student even suggested that it would be good to provide not only negative feedback about someone's paper,
but to also include positive ideas. The teacher concludes that it is important to follow up with one positive
statement for every negative statement. The teacher additionally suggested to students to check that their classmate's stories are following in a sequence that makes sense. The teacher provides an
example of how a student should tell another that their story does not flow well or make sense at a certain point. The teacher says to students as an editing example, "I like how you mentioned these ideas, however consider stating them in a different sequence." The teacher provided to students a non-example by stating that students should refrain from saying just that they did or did not like their peer's paper. That is not enough detail.
Students break into pairs and exchange personal narratives. Some paired students exchange narratives and independently read while other paired students choose to read aloud their stories. Students use the
examples as provided by both their peers and the teacher previously in the lesson to enhance their editing conversations. Following these paired discussions, the teacher brings the class back together for a group discussion on the conclusions drawn from the exercise. The students state that they "did not exactly understand certain parts of their partner's writing, and in turn told their partner that maybe they could work on this part or that part." The teacher concludes the lesson by stating that tomorrow the class is going to spend time editing their papers once again, yet independently.
Reflection:
I really enjoyed watching my teacher conduct this lesson. This was the second writing lesson that I had watched my teacher conduct. This lesson was interesting to me because of the dialogue exchanged between both the teacher and the students. The students have a desire to engage in the conversations provoked by the teacher. The teacher has such an encouraging attitude when bringing about
discussions in the classroom. All students feel compelled to add their insight. The students surprised me with their well thought out and organized responses. Students were very open and honest when engaging in not only whole-group discussions, yet also in their partnered groups.
When students broken up into their groups for writing, I observed that the students choose the way in which they read their partner's paper, and how, in what format, they provided feedback. For example, some student read their papers aloud, while other partners simply exchanged papers and read independently. I wonder how the dynamic of the lesson would have gone had the teacher assigned a specific format that the students were to follow. I liked that the students worked one-on-one with just one other student. It gave the students an opportunity to give all their attention to just
one other person, and their writing. The classroom was organized and the students were controlled.
This was a successful lesson, in my opinion. The teacher lastly suggested that since they received peer feedback today in class, tomorrow in class they would have an opportunity to edit their paper themselves once more. I like that the teacher allowed the students throughout the creation of their personal narratives, time to create the paper and to partake in an enhanced editing process. I think this allows for the student to reach their full potential as a writer, and additionally pushes the principle of perseverance to actively edit when writing.
Students
During Learning
The students in the fifth grade class are well behaved. The teacher has developed her students into respectful learners. Behavior charts with colors are actively used if any form of negative behavior is noticed. Student cards can additionally be pulled if they are not meeting teacher expectations. For example, if a student fails to take notes in class, or participate fully in a lesson, the student may be asked to switch their colored card. Students also, in my opinion, still possess a desire to please the teacher when they are asked to participate. For example, the conversations that occur in group discussions are impeccable and conducive to learning. The students in the classroom feel open to share and engaged to learn. Students possess a great amount of prior knowledge, and are not afraid to share all that they do know about questions that are posed in the classroom. Students overall possess a mature attitude when responding to classroom questions. Immature responses are simply not tolerated; immature responses in the classroom are minimal.
Working in Groups
When working in groups, for the sake of classroom assignments, the students continue to engage in conversations in a positive manner. I was surprised by the attitudes that the students in the classroom
possess when working and communicating with others. It appears as though students in this classroom understand that there is both a time and a place for various behavior.
Classroom Setup
The classroom is divided with one set of students on one side of the room, and another set of students on the other side of the room. These two groups of students face each other.
Classroom Management/ Routines
In the beginning of the day, students are to unpack their belongings and put items in their places. Daily, students are to bring a chair from the side of the room and put it next to their desk. Students spend the first part of the school day working on independent, classroom work. This work may be reading a Kids Time magazine or responding to daily morning questions in their journals. Rules listed in the room include the following: "talk only when it is your turn, follow all directions the first time given, respect the rights and properties of others, and keep hands and objects to yourself." If any of these rules are violated, the student's card will be pulled and changed to another color (green then yellow, then yellow to red). Students each start fresh on the color of green daily. Through providing to students an opportunity daily to begin fresh again, it brings new hope to each day of learning. Every child has the potential to grow with the start of a new day.
Observations About How Technology is Used
in the Classroom
It is evident from the time that I have spent observing and interacting in the clinical classroom that technology plays a great role in learning. The teacher utilizes a computer that is both connected to a scanner where documents can be scanned in for students to view, and a Smartboard is employed to better show visuals and write in front of the students. To further support student learning in the classroom, students make use of computers. There are three student computers in total in the classroom. The students use these pieces of technology to type up writings and to conduct research. Additionally, there is a school laptop computer cart that teachers may check-out for student use during a lesson. For example, I saw in a social studies lesson, the teacher utilize the laptop cart so that grouped students could not only conduct research, but also create a powerpoint presentation on their researched topic. If the cart is unavailable, teachers may additionally sign up for time to work in the computer lab during school hours. Students add to the technology in the classroom with their personal technology.
I saw that one student in particular brought into the class daily his personal iPad. This iPad had an
attached keyboard that he used for taking notes and completing in-class assignments.
The teacher begins the lesson by telling students that today they are going to work in groups, discussing one another's personal narratives. During the previous week, students studied what personal narratives are, and each student created their own personal narrative. Before students were to work in groups for the duration of the lesson, the teacher talked with students about how they should communicate in their groups with one another. The teacher first asked the students what they thought was a quality response to a classmate's writing. Students provided response examples such as, " I liked this because..."
and "You could try taking this part of your story out." It became apparent that the students understood how to respectfully communicate with their peers when editing. For example, one student even suggested that it would be good to provide not only negative feedback about someone's paper,
but to also include positive ideas. The teacher concludes that it is important to follow up with one positive
statement for every negative statement. The teacher additionally suggested to students to check that their classmate's stories are following in a sequence that makes sense. The teacher provides an
example of how a student should tell another that their story does not flow well or make sense at a certain point. The teacher says to students as an editing example, "I like how you mentioned these ideas, however consider stating them in a different sequence." The teacher provided to students a non-example by stating that students should refrain from saying just that they did or did not like their peer's paper. That is not enough detail.
Students break into pairs and exchange personal narratives. Some paired students exchange narratives and independently read while other paired students choose to read aloud their stories. Students use the
examples as provided by both their peers and the teacher previously in the lesson to enhance their editing conversations. Following these paired discussions, the teacher brings the class back together for a group discussion on the conclusions drawn from the exercise. The students state that they "did not exactly understand certain parts of their partner's writing, and in turn told their partner that maybe they could work on this part or that part." The teacher concludes the lesson by stating that tomorrow the class is going to spend time editing their papers once again, yet independently.
Reflection:
I really enjoyed watching my teacher conduct this lesson. This was the second writing lesson that I had watched my teacher conduct. This lesson was interesting to me because of the dialogue exchanged between both the teacher and the students. The students have a desire to engage in the conversations provoked by the teacher. The teacher has such an encouraging attitude when bringing about
discussions in the classroom. All students feel compelled to add their insight. The students surprised me with their well thought out and organized responses. Students were very open and honest when engaging in not only whole-group discussions, yet also in their partnered groups.
When students broken up into their groups for writing, I observed that the students choose the way in which they read their partner's paper, and how, in what format, they provided feedback. For example, some student read their papers aloud, while other partners simply exchanged papers and read independently. I wonder how the dynamic of the lesson would have gone had the teacher assigned a specific format that the students were to follow. I liked that the students worked one-on-one with just one other student. It gave the students an opportunity to give all their attention to just
one other person, and their writing. The classroom was organized and the students were controlled.
This was a successful lesson, in my opinion. The teacher lastly suggested that since they received peer feedback today in class, tomorrow in class they would have an opportunity to edit their paper themselves once more. I like that the teacher allowed the students throughout the creation of their personal narratives, time to create the paper and to partake in an enhanced editing process. I think this allows for the student to reach their full potential as a writer, and additionally pushes the principle of perseverance to actively edit when writing.
Students
During Learning
The students in the fifth grade class are well behaved. The teacher has developed her students into respectful learners. Behavior charts with colors are actively used if any form of negative behavior is noticed. Student cards can additionally be pulled if they are not meeting teacher expectations. For example, if a student fails to take notes in class, or participate fully in a lesson, the student may be asked to switch their colored card. Students also, in my opinion, still possess a desire to please the teacher when they are asked to participate. For example, the conversations that occur in group discussions are impeccable and conducive to learning. The students in the classroom feel open to share and engaged to learn. Students possess a great amount of prior knowledge, and are not afraid to share all that they do know about questions that are posed in the classroom. Students overall possess a mature attitude when responding to classroom questions. Immature responses are simply not tolerated; immature responses in the classroom are minimal.
Working in Groups
When working in groups, for the sake of classroom assignments, the students continue to engage in conversations in a positive manner. I was surprised by the attitudes that the students in the classroom
possess when working and communicating with others. It appears as though students in this classroom understand that there is both a time and a place for various behavior.
Classroom Setup
The classroom is divided with one set of students on one side of the room, and another set of students on the other side of the room. These two groups of students face each other.
Classroom Management/ Routines
In the beginning of the day, students are to unpack their belongings and put items in their places. Daily, students are to bring a chair from the side of the room and put it next to their desk. Students spend the first part of the school day working on independent, classroom work. This work may be reading a Kids Time magazine or responding to daily morning questions in their journals. Rules listed in the room include the following: "talk only when it is your turn, follow all directions the first time given, respect the rights and properties of others, and keep hands and objects to yourself." If any of these rules are violated, the student's card will be pulled and changed to another color (green then yellow, then yellow to red). Students each start fresh on the color of green daily. Through providing to students an opportunity daily to begin fresh again, it brings new hope to each day of learning. Every child has the potential to grow with the start of a new day.
Observations About How Technology is Used
in the Classroom
It is evident from the time that I have spent observing and interacting in the clinical classroom that technology plays a great role in learning. The teacher utilizes a computer that is both connected to a scanner where documents can be scanned in for students to view, and a Smartboard is employed to better show visuals and write in front of the students. To further support student learning in the classroom, students make use of computers. There are three student computers in total in the classroom. The students use these pieces of technology to type up writings and to conduct research. Additionally, there is a school laptop computer cart that teachers may check-out for student use during a lesson. For example, I saw in a social studies lesson, the teacher utilize the laptop cart so that grouped students could not only conduct research, but also create a powerpoint presentation on their researched topic. If the cart is unavailable, teachers may additionally sign up for time to work in the computer lab during school hours. Students add to the technology in the classroom with their personal technology.
I saw that one student in particular brought into the class daily his personal iPad. This iPad had an
attached keyboard that he used for taking notes and completing in-class assignments.