ed TPA. Context fr Leaming Information ‘Contax Tor Learning Information ireclions: Respond ioe pronple Below relative to the ype TFA txperence you ae taking The targeted instruction wl be the focus othe ld experence (ex genera. oval stusiae, math, reading, scence, ec) About the School Where You Are Teaching 4. Inwhat type of school do you teach? Elementary school [1 Midas sohoot [| (Other (please describe): [| Urban: x] ‘Suburban: [ ] Rural [] 2. List any special features of your school or classroom setting (e.g, charter, co-teacing, themed magnet, classroom aid, blingual, team taught witha special education teacher) that wil affect your teaching inthis learning segment. “The classroom that | have been assigned to is General Education Classroom with 22 students and one teacher. 13. Describe any cistct, school, oF cooperating teacher requirements or expectations that might ‘atfet your planning or deivery of nstrtion, such as required curricula, pacing plan, use of ‘Specitc instructional strategie, or standardized tests “The school strict did not have the funding to provide students wih Chromebooks or Wi-Fi hotspots which caused students to miss out on fulltime instruction in fst grade and @ Ihajorty of second grade, During this ime students followed a once-a-week, ful day ‘Schedule ofa 6-day, haf day schedule About the Class Featured in This Assessment 41. How much time is devoted each day tothe targeted instruction (Iteracy, math, science, social studies, ete) in your classroom? “The first half ofthe day is spent on target instruction except forthe days when students have specials. 2. Ie there any ability grouping or tracking? Iso, please describe how it affects your class. “The Classroom has one student that can not read, write, add, or subtract at grade level ‘They are new tothe schoo! and do not have a IEP or 504 plan. The teacher is providing foundational work to get the student upto speed. 43. dentiy any textbook or nstructonal program you primarily use forthe targeted instruction If ‘textbook, please provide the tie, publisher, and date of publication,‘The teacher uses fundations fr iteracy work and uses google docs created by them for smath-basod problems, 44. List other resources (eg, electronic whiteboard, classroom ibrary or other text sets, one professional resources) you use for instruction inthis class “The classroom is equipped wth @ whiteboard and smart board. Every student has their own Chromebook. About the Students in the Clace Foatured in This Assessment 1. Grade level(s): [3] 2. Number of ' students inthe class 22] ‘males [ ] females { ] Cony ©2013 Boar of Trstos ofthe Lland Stand Junior Univer ‘nrg reeves va.oa19 “The WUTPA rednais ae owned ty The Bost of Toso he Leland Stared Jur Unveraly. Use othe ton tadeartn pormded ony pusuarto to torso wit oase agree ed TPA. Context for Leaning Information 3. Complete the chart below to summarize required or needed supports, accommodations oF ‘modifications for your students that wil affect your instruction inthis learning segment. As needed, consut with your cooperating teacher to complete the chart. Some rows have been ‘Completed i alics a8 examples. Use a8 many rovs a you need ‘Consider the variety of armers ih your clase who may require diferent srategies/suppors oF ‘accommodationsimodificatons to instruction or assessment (e.., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those wi geps in academic knowledge, andlor ged students needing greater support or challenge). ‘Example: Srugging readers | 5 Leveled tex, targeted guided ongoing reading assessment (9, running records, mscue, conferencing) ‘Students nota grade level | 18 1B out ofthe 22 studens are not at grade level as per teacher. No IEP or 504 Plans. cos agAE TETS Brad Tans a Ll Savor Uy Ang eso va.oo19“The sdTPA vademats ere ond by The Road Tras of he Leland Stanford sur Unive. Use of ne [TPA vacate prio ony pss th nso win esse ogramer.‘Trejo Pattan Valera E. Trejo Patlan Dr, Suk EDUC: Spring, 230-13 Educational Field Experience 2023 ‘Observation Repor: #2 —Clssruor Masuayenent and Routines w, ‘Observation #2: Classroom Management and Routines Grade Level and Subject Area: Second Grade General Education Setting: {A general eduaton, elementary school classroom with 22 students in an urban re, Pre-Observation: Prioe to entering the classroom setting for my fist in person observation | had some ‘Anovledge regarding classroom management from coursework I had taken in my pervious class, EDU-212-0 foundations of education course. That coursework had been xtremely helpful but doing futer research prepared me even further for the in-person observation I had ahead of me. Classroom management i en important sil that ‘educators must possess to create sie, productive, and succesful classroom, Classroom management is important for both the sueoess of the students andthe teacher. A gest question to consider show do we Se our classrooms up for sucess through lasaroom management? The Centers fr Disease Control and Prevention described elasstoom management as “the process that eachers and schools use oerete and maintain appropriate student behavior in classroom settings.” (Centers of Disease Control and‘Teejo Patan 2 Prevention, 2021) Yet, how do we not only ster students aay from unwanted behavior ‘tab do it while kepingleaming effective? In Habip Bedi'saticle “Unwanted ‘Student Behaviors and A Combination of Effect Classroom Management Techniques” Bedi describes classroom management a fundamental requirement, stating “Management ofthe classroom is he fundamental reyutenent fora competent eet. “The learning process occurs in the classrooms ofedveators who overse classroom ‘management and implement tin accordance with the regulations, Education is more than simply the instruction of language and lesson norms, It doesn't mean only administering ates, explaining the results, and then evaluating the students Education since if the students do not pve themselves to the lesson and disrupt the class environment. Classroom management wll keep education alive and assure its effectiveness (Bonab & Essai, 2015)" (Bedi, 2022, p:276) ‘Asan educator being prepared and having plan is important fora lesson to flow smoothly and it ls plays par in classroom management. Knowing ahead of time what expectations and ules you will have in your classroom prevent issues from forming amongst your students. Not ler oatlning expectations and rales canbe detrimental [As [vent nto my observation 1 kept the two previous questions in mind, How do we st up our classroom for sucess through lastoom management? And how do we nt only steer students asa from unwanted behavior but also doit while Keeping learning effective? Please not thatthe classroom that fam observing fis various behavioral issues and no IEP or 504 plans. The teacher that am observing has over 25 years! experience and this class has no assistance The teachers doing the best with the tools that they have been given.‘Teejo Patan 3 Observation: Itis after lunch, the time is 12:15pm and the 22 thied-grade students ae etuening to the classroom. The classroom student artwork, inspirational posters, the alphabet, ‘vowels and other posters and plese hang om the wall. The teacher ae ‘tious expectations and rules outlines on the right wal as soon as you watk through the door. All which are being pointed out bya bitmaf that looks exaly like the teacher The classroom is bepimng to ge oud, and it sony getting Juder. As soon asthe last stent walks through the door the teacher happily and also Toudly states 3 all eyes on me”. The students uichly become silent and laok diel atthe teacher and wat for direction. The teacher then instructs the sens to goto carpet as they are going to begin and new unit he unis ftkales “To begin this unit, they are going to read “Conejit” by Margret Read MacDonald. This book excites many of the students because “Conejo” means bunny in Spanish and a couple ofthe bilingual students ecopnize it right away. Once everyone is seated the teacher begins to read, almost immediately one ofthe stents tens to groan andthe teacher pauses end the student stops and continues o red “The book is bit interactive and the teacher allows the students to make some ofthe noises that the animals inthe book make, The student that groaned inthe beginning of reading begins to take the noises foo far and other student jinn, the fecher passes ‘once again and this time wars the entire cass that this type of behavior wil eause the students to lose «pont. Asa reward system the students bein each day with 3 points, ithey are able to retain all three points by the end ofthe day they gta class‘Trejo Patan ‘ vL ticket and depending how many tickets they have by the end ofthe month they ae abl wo select extra reess time or each can pick a prize out ofthe prize chest. Once the point system te student eproup and the teacher continues to read Aer 160 ‘pages they are nearing the end of the book and the child tht groaned in the beginning is now trying to stare conversations with she other students, The students around the student were not engeging asthe didnot want to lose points. The teacher pases but the student doesnot stop and at that point the teacher aks the student ofeturn thei desk “The student becomes upset but listens to the teacher and retums to their desk. The teacher then finishes the book and still as ime ogo over the lessons the foktle had withthe students he then prompts the students to retum to their desk and write a paragraph on what the lesson inthe folktale was, Once the students tums their desk she plls aside the child who was having issues and asks them if something was going on? Andi they understood why they were moved back to ther sea? The scudent answered stating they didn’t know what was wrong, but they knew that they were moved because their behavior was inappropriate and they apologize Finally, the teacher thank the student forthe apology andthe student retuns tthe seat 0 begin their work. This observation lasted il 3:15pm hut his was just a 4S-inut piece that elt extremely important to outline. Analysis: “Tis shor 45-minute window ofa 3-hour observation was an example of managing unwanted behavior. These actions ofthe student displayed ae defined as “Unwanted behaviors are those that disrupt the classroom environment, negatively affect the“Trejo Pat leaming proces, put the students in danger, and demotivate the teacher. These activities affect not just the academic growth of teachers but als their students.” (Bedir, 2022, p278) The teacher practiced two classroom management techniques in this observation, one being ignoring and two, the explanation of rewarding and punishing. Ihe teacher paused during the est sign of miseluvon but dal nt cll ot tothe student that was easing the disruption, “Ignoring is one ofthe most common ‘ways to manage unwanted behavior, As tactic, ignring i an intentional action, despite theft that he tem “ignore” implies disregarding, With this strategy, instructors convey to students tha they keep silent yet are aware oftheir actions. Ignoring is mostly employed to manage persistently undesirable behaviour, Kgnoring help eeate a student-teacher relationship and prevents students from being insulted in th classroom, This strategy prevents the degradation of the classroom environment andthe oocurrence of potentially disruptive circumstances (Hart, 2010)” (Bedi, 2022, 279). During the second interuption the teacher paused but also reminded the stents hat they would lose a reward ifthey continued the unwanted behavior, "Reward and punishment are othe techniques used forthe management of undesired behavior. In the eward and punishment system, a student receives a punishment for engaging in inappropriate behavior and a reward fr engaging in the desired bchavior.” (Beli, 12022, 279) Both of these tecniques worked wel for oth the inv! sade at fis and the whole clas but the student hat was misbehaving needed more and punishment alone was the only solution. The punishment of siting away from theirTrejo Patlan 6 vu. vu. poet bt it was enough forthe student ono longer ease disruption, which prevented any further disruption during this one block of work Recommendations: “Making recommendations fr this classroom when it comes to classroom management feels extremely diticul for me, As I stated in my pre-bservativn his class contains v us students with behavioral issues and others that are not at grade level. Out of the 22 students only about 4 are at grade level acconding to the teacher | am observing and none of them have S04 or TEP plans. The rules and expectations are extremely clear onthe wall. One recommendation I would have i o ensure tht students who antagonize each other sit on opposite ofthe carpet when group work is being done there. I would also start out by stating my behavior expectations for this specific activity. “The seating arrangement in the classroom is # crucial component of classroom management. Depending on the content of the lesson, the age of the students, or the purpose of the session, the seating arangement may alter. A proper seating arrangement allows both the nsirvtor and the students to communeate more clearly and aan heir ull potential, Aditonlly, the heath, vision, and eight of the children shouldbe taken into account when constructing the seating char (Haris et a, 2009) "Bedi, 2022, p.280) This cass requires a lot of reminders especially ‘when it comes to behavior Post Observation: “This observation taught me that knowing your students and having a pan is an cxtemely important part ofclasstoom management. The teacher knows which students have difficulty and kept her cool and focus throughout the entire Lesson. 1Trejo Patan 7 learned that lasroom management sometimes means having o have a student move in oder to help them focus, It also means having fo talk to them, “Learning takes place when the teacher removes all the barriers to eduestion and learning inthe lassroom, An educator realization ofthis depends onthe correct knowledge and application o lessroom management rules (God & Brophy, 2000), The sues of teacher depends on his or her ability to antieipate and eliminate issues that pupils will face while preparing them for academic lie” (Bedi, 2022,» 282) IX. Citations: edit, H, (2022, December). Unwanted student behavior and a combination of efectve “lasroom.. DOA. Retrieved March 29, 2023, rom htpsisses tive ighwp~ ‘ontenpioads/2023/01/Unwanted-Studen-Behaviors-and-A-Combinalion-oF-Etfetve- Classtoom-Management-Techriques- pat Centers for Disease Contra and Prevention. (2021, Apri 9). Classroom management Centers for Disease Control and Prevention. Retrieved March 28, 2023, from uth rtive-envigonmentsclassrv