Does class size in first grade relate to children's academic performance or
observed classroom processes?
Does class size in first grade relate to changes in child academic and social performance or
observed classroom processes?
Not exact matches
Teachers have
observed that the
process of writing and composing helps develop reading and writing skills, while the creative element contributes to positive dynamics in the
classroom.
Instead of associating planning, organizing, and problem solving mostly with homework, teachers can
observe those
processes in the
classroom.
Key Elements of
Observing Practice (DVD) contains a series of short videos that invite you into
classrooms and meeting rooms at the Richard J. Murphy School in Boston, a school that uses data wisely, and comes with a Facilitator's Guide for designing your own
process for learning from
classroom observation.
Building school community: Miyake - Trapp
observes that administrators in the
classroom «can also openly engage in reflective
processes by sharing moments of
classroom success as well as challenges.
During the yearlong TES
process, teachers are typically
observed in the
classroom and scored four times: three times by an assigned peer evaluator — a high - performing, experienced teacher who previously taught in a different school in the district — and once by the principal or another school administrator.
The
process is actively supported through learning walks, during which teachers
observe each other and gain insights and ideas they can replicate in their own
classrooms.
In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125
classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to
observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one
observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the
process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared for?
The
process is thorough and rigorous:» [I] nspectors
observe classroom lessons, analyze student work, speak with students and staff members, examine school records, and scrutinize the results of surveys administered to parents and students,» he notes.
This
process requires that educators extend a great deal of trust to one another as they
observe colleagues»
classrooms.
Teaching artists
observe an experienced Mentor Teaching Artist in the
classroom from the planning
process through a 5 day collaboration with a
classroom teacher.
A coach who is a former HOT school
classroom teacher
observes the artist at work and helps to guide the planning
process and provides feedback during multiple debrief sessions.
Participants engaged with materials and activities in whole group and small groups that demonstrate that science lessons can be richer, deeper learning experiences when we, 1) slow down the
process and provide repeated experience over time with key concepts (e.g.,
observing and exploring ingredients one day; making play dough another day), 2) incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL children's home language), and 3) connect science to other content areas and provide extension activities that continue conceptual learning across time and across the
classroom (e.g., measurement with ingredients; discussing other types of mixtures during snack time).
This
process began with simply having teaching artists lead and the
classroom teachers
observe.
• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning
processes by working with each student on an individual basis •
Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable
classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects
• Assist the teacher in
classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various
classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching
process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing
classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student •
Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them