Classroom Observation Reflection: January 26th, 2007, 9:00am-12:00pm

My observation from today will strongly help inform my future planning for this group of students. Kristin and I will be teaching a math unit between March 12^th and March 21^st. Observing Ms. A’s fifth grade math class gave me an idea of what to expect from these students both academically and socially.

There are two math classes—one from 9:40 to 10:35 and the other between 10:35 and 11:30. The first class consists of students whom are at grade level and the second section is those whom are at a fifth/sixth grade level. The work and activities during these two classes were very similar, but the differences in behavior and the general environment were apparent.

The high level section had 25 students, compared to 13 students in the other class. This larger class was more energetic and talkative. As a result, techniques such as turning off the lights to quiet the class were used. However, what was interesting was this class still managed to complete more tasks than the previous class. Despite their struggle to focus and behave in an appropriate manor, their math skills allowed Ms. A to get through more material and activities with the group.

When considering how Kristin and I will cater to the differences between the two classes a number of things come to my mind. We will not only be focusing on teaching the students new material, but we will also have to consider the behavior of students and how to minimize acting out. A new seating arrangement could be beneficial. I also think exploring behavior management techniques could come in handy.

Kristin and I will be teaching the same material to each of these classes, but our focus and expectations for each section will vary. We cannot expect to get through everything with the first class and therefore we will have to consider what we think is most important within the lesson and focus on that material first. Another thing we will have to consider is the class size. Because the grade level class is small and well behaved we may have more freedom to do hands-on activities. Creating one lesson that will cater to both sections and guarantee an understanding of the material is going to be most difficult task when coming up with a lesson plan.

Teaching Metaphor

As a teacher I see myself serving as a lifejacket…

When you board a boat it is often required that passengers wear lifejackets. Many individuals will not rely of them because of their strong swimming skills. On the other hand, others may find reassurance in this extra form of support as a fallback. When students enter my classroom I see myself acting as a lifejacket…a source of protection, comfort, and guidance to help my students stay afloat during their education careers.

Just as people board a boat with different swimming skills, a classroom is composed of a large range of educational levels. Some students will receive a task and conquer it without a problem; not relying on the support of their teacher or their “lifejacket.” Even if the “lifejacket” is not put to use it remains present in case of an emergency or for the mere purpose of comfort. Other students in the class may grab onto the “lifejacket” and hold onto it for dear life because they are not confident enough to venture into the waters on their own. As a result, they are able to complete the task only with constant reinforcement from the teacher.

Even with a lifejacket present, success or survival is not guaranteed. A lifejacket is not always enough to save an individual’s life when they are in waters. I will do my best to keep my students afloat through specific teaching strategies and techniques. However, their effort and determination is also necessary when developing and building key concepts throughout their education. The success of my students is not solely my responsibility, but also up to the individual.

I like the metaphor of a teacher as a lifejacket because I feel it supports the learning needs of a wide range of students. When a teacher serves as a lifejacket students are given control and the opportunity for self-discovery in their education. However, when support is necessary it is provided and students are not given the opportunity to sink or become lost in the concepts and ideas.