ED 11: Beginning Field Experience Observing Teachers, Classrooms, Schools and Curriculum

Observing Teachers https://www.youtube.com/watch?v=uhiCFdWeQfA “Selective watching”: go in with an objective for what you want to learn Plan ahead to avoid distractions Discussion: Reflect on Sarah’s and Steve’s observations logs (Ch. 2). Why are they so different?

Effective Observation Without direction and focus, observations may only reinforce your hidden biases Be objective: gather information over time Use your field notes forms to provide focus (all forms posted on website in Field Work Documents tab) Anecdotal: reporting Structured: observe specified info. (checklists)

Learning From and About Teachers Form 1: Anecdotal record form for observing teachers or instructional events Form 2: Anecdotal teacher-student interaction form Form 8.1: Form for determining teaching style Form 8.2: Form for examining teaching practices which accommodate diversity of learning styles Form 13: Reflective Observations of Teachers

Teacher-Parent Relationships Discussion: Why do teachers need to develop connections with parents/guardians?

Teacher-Parent Relationships Parents can provide valuable information Parents can have an active role in decision making (discipline, assessment, learning styles, etc.) When parents are involved: Students gain higher grades and test scores. Students attend school more regularly. Students have a more positive attitude about school. Teacher morale improves.

Observing Classrooms, Schools and Curriculum DISCUSSION: In addition to observing what your mentor teacher does, what else should you observe for during your fieldwork?

Observing Classrooms Physical environment and layout Lighting Furniture –desks, work stations, bookshelves Decorations / wall materials Equipment & technology – sink, computers, smart boards, etc. Layout and traffic patterns Instructional displays Trash Does the physical environment reflect brain research on effective classroom organization? (p. 57) Social environment (p. 58-59) – diversity, cliques, favoritism, democratic processes, pacing

Observing Schools Hallways, display cabinets and bulletin boards Office location(s), furnishings and decorations Grounds – playground and public spaces Cafeteria, auditorium, gym School services Guidance / Testing Library or media center Health services Curriculum resource person / instructional coach Special education classes Student discipline Administration

Observing Curriculum Textbooks and other instructional materials Learning centers Content standards Multiple intelligences teaching strategies Assessments – multiple strategies for multiple learning styles Multicultural / anti-bias education Curriculum-related software

Learning From and About Classrooms and Curriculum Form 4: Anecdotal record form for grouping patterns Form 14: Form for Anecdotal Record of Classroom Environment Form 15: Form for a Classroom Map Form 19: Examination of curricular strategies that challenge students’ multiple intelligences Form 25: Reflective Observations of Classrooms and Curriculum

Effective Tutoring Strategies Recognize the student as an individual Be prepared for the developmental level of the student Have all your supplies ready in advance Know your purpose and, if possible, prepare some strategies in advance Give positive, constructive feedback to the student(s) during and at the end of each session. Report progress / challenges to teachers and /or parents as appropriate.

Learning From and About Tutoring Form 26: Anecdotal Record for Observing Students From 43.1: Form for Reporting Informal Tutoring Activities Form 43.2: Form for Reporting Formal Tutoring Activities Form 45: Reflections on Tutoring Activities