Cynthia Watson CI 403 Centennial High School While observing at Centennial High School, I learned a lot about the

school. In the classes that I observed in, I noticed that the classes were somewhat diverse. There were more Caucasian students than African-Americans. However, there was still a lot of African-Americans in the classes I observed in. There was a slight difference in diversity from when I observed in an accelerated class than in a general education class. There seems to be a great deal of diversity in terms of gender because there were just as many boys in the classes I observed in as girls. Most students seemed to be middle-class. There were a few students who may have been from low-income families, but for the most part the students seemed as though they were from middle-class families. There were only two students in one of the classes that I observed in that I knew had a disability. One student had ADHD and the other student had a disability with her eyesight. The teacher had to accommodate both students because of their disabilities. Therefore, teachers have to be willing to work with a diverse group of students in order to learn how to accommodate all students despite their differences. When talking to my cooperating teacher about long term and short term planning, he informed me that he does short term planning alone, but he does long term planning with other teachers. The teachers that he does long term planning with teach the same subject area as he does. When he does his short term planning alone, he bases it off of the long term planning discussed with other teachers. This ensures that all teachers who teach the same subject are somewhat on the same page. Students are more likely to be successful this way because the input of all teachers are being put in, which means that there will be more of a variance of creativity presented by each teacher. One teacher

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Cynthia Watson CI 403 doesn¶t have all the answers so when all teachers are able to work together to ensure success for the students, this makes it more likely that the students will actually succeed. My cooperating teacher plans classroom expectations by first knowing what he wants from his students. He has a syllabus that is similar to a contract and students and parents both sign the contract. Some expectations are created by the school. Therefore, my cooperating teacher can¶t do certain things because the school doesn¶t favor it. The cooperating teacher monitors inappropriate behavior by visually watching, listening, and walking around the room at all times. The teacher also builds relationships with the students because students are less likely to misbehave when they have a positive relationship with the teacher. Procedures that have been taught to the class are procedures such as respecting other students and being respectful whenever there is a sub. Also, students have been taught to feel out handouts that are used as their notes whenever the teacher gives a lecture. Classes are opened sometimes with a warm-up to discuss what was previously taught. Classes are closed by going over assignments that are due and summing up the lesson. However, sometimes my cooperating teacher lectures up until the bell rings because he runs out of time when lecturing. I would say that my cooperating teacher did not use many problem solving techniques. The cooperating teacher did not do many activities that asked for the students to use problem solving techniques. The teacher mostly lectured and gave the students exams to test their knowledge of the topics being lectured on. The exam was mostly multiple-choice, which does not call for much problem solving. There was not any inquiry processes to observe in my observation classroom either because the teacher did not give out any assignments that called for students to use inquiry processes. During

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Cynthia Watson CI 403 the lectures that the cooperating teacher gave, he sometimes asked questions for students to answer. When having students discuss, the teacher did not just call on students who raised their hands. He also called on other students who did not speak much in class. The teacher also called on students to recall information learned from previous lectures or the lecture being given at the time. Metacognition that I observed while at my observation classroom was the teacher labeling student behavior. The cooperating teacher let students know when their behavior was incorrect, which caused students to become conscious of their own actions. The teacher also modeled behavior that students should model. He showed students that he was a regular human being just as they are. For example, the cooperating teacher admitted when he did not know the answer to something and worked with students to come up with the correct answer. Observing at Centennial High School was definitely a new experience for me. I learned a lot while observing at Centennial High School and I got a chance to see different teaching techniques that I may use in the future. After giving my own lesson, my cooperating teacher provided me with feedback that could enhance my teaching skills. This will really help me in the future as I continue on in my pursuit to become a social studies teacher.

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