Reflection

Erica and Grace

3. What homework routines and policies are in evidence?

Erica: My students have homework assignments listed on their unit plan. They are
required to do the homework, and the teacher walks around of the beginning of
class handing out answer sheets to those who did the homework. If time permits,
students can ask questions about the homework.
Grace: My students have homework assignments listed on the board at the
beginning of class. They tend to have at least one writing assignment for homework
each week that is collected and given a grade. The teacher collects the writing
assignment along with their notes from the chapters they should have read the night
before.

4. What behavior issues were seen, and how were they

handled? What is the approach to classroom management?
Erica: In my classroom, there was a student who was arguing with the teacher about how she wanted to use
her tablet for a specific lesson instead of the hand out. My teacher insisted that using paper for the lesson
would be easier, which ended becoming an argument between the two of them. My teacher stopped herself,
told the student to meet with her after class, and then spoke to her after all the students had left.
Grace: There is excessive talking in a few of my classes so my teacher will quietly redirect the students
attention back to the lesson. There has also been cases of students using their cell phones during class, but
my teacher just stops lecturing and waits until the student realizes he is wait for he/she to stop using their
cell phone. The class management approach is to not embarrass the students, but to let them know that they
are acting in a way that is not appropriate in the classroom.

6. How are special needs students (those with disabilities OR

those that are gifted) addressed? What accommodations are
made?
Erica: I am in a co-teaching classroom, which is Hewletts inclusion classroom. One teacher teaches the
class while the other teacher helps out the students with special needs. The teacher differentiates between
the two by giving the students with special needs different worksheets to accommodate for the lesson. This
way the students are getting a little more extra help when doing the work on their own.
Grace: For the special needs students, there is an inclusion teacher that specifically helps the student
throughout the class with graphic organizers, in class writing assignments and keeps them on task as well.
Additionally, students with special needs are placed towards the front of the class to minimize distractions,
are given extra time for assignments, and are given partially filled out graphic organizers as an example of
what is expected from them.