Luz Rojas

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom,

and record your observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>

The schedule isn’t posted up but the day by day schedule was pretty simple. I mostly
remember that before lunch they would do a carpet assignment, individual assignments,
centers(if time, if assignment was complete), get ready for lunch, go to lunch, go to recess, go
to class, reading time(individual or with others), back to assignments, go to specials of the day.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
>>>

I mostly saw her conduct whole group instruction and centers, from what she said she would
every so often do small groups. Individual instruction was mainly used for formative tests.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
>>>

The teacher was patient, strict, but soft spoken, she didn’t like to raise her voice. Even so her
voice was still commandeering.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If
so, give examples. >>>

She repeats instructions a lot, verbally and visually showing students. So while she does
incorporate the learning styles it really isn’t evident.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain. >>>

Yes, the students tended to pay close attention, though the speed of learning definitely differed.

Instruction Question 6: Explain the use of culturally relevant materials, teaching strategies,
class décor, etc.  that meet the needs of today’s culturally diverse student population.  >>>

The teacher would post up posters as new lessons were learned, such as numbers or alphabet
letters.
Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

Yes, there seem to be so many assignments to be done in a day, yet the teacher was able to
seamlessly transition from one to the next. There were times where they would get behind but
for the most part her time management was on time.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject
or period to another, and are these transitions efficient? >>>

She gives a countdown to the students, so they hurry to finish their assignment and or clean up.
After the time, though not always accurate, as she calls time when she sees most students done
with their work. Then she shows the next lesson, it starts with a video, a book, etc.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands?
(Ex: Countdown, Light flicker, Heads on Desk) How effective are they? >>>

There's the clap with no vocal instructions, the verbal “All eyes on me” or a snap of the
fingers. She really liked to use new attention getting commands rather than reusing the ones
the rest of the school had been using for a while.

Instruction Question 10: What specific behavior issues does the teacher have to deal with?
How does the teacher deal with these behavior issues? Be specific. >>>

There was a student who would often wander during lessons, she would give them warnings
but mostly let him be as the other students did pay attention. She told me that she just lets him
be because she won’t take away learning time from the other students to pay attention to one
singular student. Especially when she can pull him aside any other time when students are
working on individual assignments.

Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? If so, explain them and how they help or hinder use of instructional time. >>>

Not really they seem to be all pretty effective, especially the thought of missing out on centers
works effectively for students acting out.

Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher?
Give examples. >>>

Epistemology of essentialism
Instruction Question 13: Outline the lesson plan for a teaching lesson you observed.  What
preparations in advance were need for teaching the lesson? >>>

Read aloud videos for books, she seemed to have watched beforehand and written notes for
interactive insertions. Video lessons, as an enforcer to a lesson she already taught. Math
textbooks, worksheets to practice, years old laminated alphabet/number practice sheets, etc.

Instruction Question 14: Describe both teacher and student uses of technology in the
classroom. >>>

There wasn’t any use of technology in the classroom, unless they would be going to the
computer lab.