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? >>>

There isn’t a daily schedule posted for the entire day but at the beginning of the school day there is a
checklist of what the students need to do when there is independent work time. Although there is no
schedule posted the students are in a routine and know what to expect for their day. Students are very
self-sufficient and are expected to manage their time wisely to get through the check list. There is a
schedule of specials that change daily from science, P.E., Library, Music, and Art which is posted on
the board with a star marked by the special of the day.

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

Instruction is mostly in whole groups with small group times. For example, they have small group for
math where the teacher pulls 4-5 students at time and works with them while the other students are
working independently on the check list of tasks on the board.

I had the opportunity to watch a small group for math. During the small group lesson, the teacher had 3
students and each student had a whiteboard and a marker. The teacher wrote the problem they were
working on and walked the three students through the steps to solve it. He let them work through the
problem and asked questions while the students were solving it. He gave tips and strategies while they
were solving, assuring they were going through the right steps. While he was working with the small
group, other students were working on a checklist that was done through using their Chromebooks. If
the students that were working independently had questions they would come up to the teacher and
ask, he would answer their question.

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

The teacher is laid back but has high expectations. He trusts his students to follow directions and work
hard. The classroom overall is organized, the students have freedom but know what is expected of
them. I feel his teaching style makes the students want to work hard because he is laid back and trusts
them. The environment is smooth and runs efficiently due to his teaching style.

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

He does not incorporate any sensory modalities.

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

Yes, the students seem engaged. While observing a math lesson, the teacher was reviewing the packet
 given to them that was done independently. The teacher was going over the answers and showing the
students how the problem was supposed to be done with the correct problem. While the teacher was
solving the problems, students raised their hands to volunteer to say the next step.

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. >>>

I did not observe any.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

The instruction time is used efficiently, the teacher will tell the students how much time they must work
on something. There is usually a board that displays the tasks that they are working on if it’s during
independent work time. The students use their time efficiently as well. From my observation, I noticed
students know what is next without the teacher having to tell them.

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

Transitions seem to be easy for this teacher and students, the students work quietly during independent
work time and when it is time to move forward with another activity, the teacher simply says it is time to
move onto the next activity or subject. The students listen well, clean up and then move their attention
to the teacher and the next thing they’re doing. The transitions are quick and smooth, they seemingly
run in together.

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

While the students are independently working and it’s time for them transition there is a timer that is
displayed on the board, when the timer goes off it makes a noise indicating that it is time to move onto
the next thing.
If the students are talking to much or talking during a time when talking isn’t aloud, he will give a firm
reminder that it is not time to talk. It is effective. I did not observe any other forms of getting the
students attention, most of my observation students were on task.

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. >>>

During a math lesson, the students were working independently when the teacher from across the room
noticed some suspicious behavior. The teacher approached two male students who had passed a note.
The teacher asked the students about the note, they both denied at first. The teacher commented on
how bad of note passers they were, putting some light to the situation. Finally, the students confirmed
there was a note. However, the students denied who wrote it. Both saying each other wrote it. He gave
the students an opportunity to tell who it was. When finally, the teacher compared the handwriting of the
two students and was able to confirm who wrote the note. The note passed was about a student asking
the other student what the answers were to the independent math worksheet they were working on.
The teacher’s way of handling it was telling the student to do their own work and he took the note. That
 was the end of that situation.

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 that I observed. I asked the teacher and he agreed there none that come to mind.

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

I believe the teacher’s philosophical teaching orientation is essentialism. He uses a lot of repetition and
practice. The routine is almost the same each day, the only thing that changes is the special they have
that are on a rotation A, B, C, D, E, F, G days.

The lessons and activities were the same for all students. The lessons and activities I observed were
structured. The way the teacher gave instructions were through repetition, saying the same thing over
again for students to know what they were supposed to do. The teacher also had the children practice
multiple skills such as knowing their math facts, knowing how to work a problem step by step, checking
their work throughout the solving process.

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

During a math lesson, the outline would need to have the lesson objective and plan. The tools needed
for the students to know the material would need to be on the outline such as new and already learned
math facts that the students need to learn for the new material. The teacher would present the math
tools and teach the students what they needed to complete the lesson. The teacher created a math
packet that had questions from the lesson and gave it to the students to work on independently, the
teacher went over the answers as a class going on the how to get the answers and what tools the
students may need to get the right outcome.

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

The classroom has two smartboards or interactive boards one on each side of the room to each side of
the classroom can see. The boards are touch screen and the teacher uses them like an iPad and can
project websites, videos, and lessons. The teacher used it through the whole time I was observing. It
seems like a useful technology tool. The teacher used the interactive smart boards to go over a math
lesson. He went over the math problems from the lesson by writing them on the smart board.
The students have their own laptops they keep throughout the year. The students use their laptops for
individualized learning. There are a few programs that are used Clever and Exact path are some of
them. The learning program is individualized and gives the student extra support and practice with skills
they are learning at their level. Often when students are done with their work, they are asked to login to
their programs and work on those while waiting for the rest of the class to finish. During small groups
for math, the students who aren’t in the small group are using their Chromebooks for extra practice
after a lesson.