Julio Salas

February 19,2017
EDFD 404
Field Hours
2/12-2/17/2017

Field hours Week 5

My observations this week took place in Mrs. Summers class. I have noticed that

she relies on groups and rotations a lot. In the times that I have observed her class during

math, and literacy they have been majority in groups. The groups are also organized

during independent work. After asking Mrs. Summers if the groups were organized with

any reasoning, she mentions that sometime the groups are, but mostly no.

I have mentioned in past field hour observations of the routines and rituals

surround the morning, but as far as the structure to learning the routines and rituals have

been put in place at the beginning of the school year, and me coming into observe in the

middle of it places does not allow me to compare the class as it was getting used the

routines. As I mentioned above, the biggest routine the teacher applies daily is groups.

What I found interesting is that the students placed in a group for the week comes in

completely random. Another point that I found interesting is that the kids are placed in

groups even when doing independent work. I understand it would be more manageable

for rotations o go smoother if everyone knows they are in a group, but the groups just for

that. There is no discussion or collaborations done in the groups. I believe that

collaborations and group discussions could help in the subject of math where it seems

that everyone is at a different skill level.

My example would be in the groups contain the students; Michael, Eve, Carlos,

Justus, Dylan, Adakai, and Anthony. This group where I have observed Michael, Justus,
Julio Salas
February 19,2017
EDFD 404
Field Hours
2/12-2/17/2017

and Carlos show real strength in math, could assist the rest of the group when struggling,

or have a discussion on a certain hard problem. The resources are not being used to their

full potential. In Michael or Carlos who have worked through the worksheet and

completed it well before rotations change, could solidify their knowledge by showing

others in the group who are behind how to work out the problems.

Mrs. Summers usually lectures for 20 minutes or 30 before breaking the class up

into groups. I have observed those who seem to struggle in math completely check out do

to lack of engagement they feel they are not getting from the lectures. When broken up

into groups and having to work independently, these students are falling behind due to

not being helped within the group. The teacher could also have a small group of these

students work one on 3/4 with her. This of course would make her less available, making

the groups discussions/assistance even more helpful.