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In entering the college level class, the expectation is that students will enter
their classes with a general and broad range of understandings pertaining to each
subject. The classroom being observed is an interesting twist in that the ‘teachers in
training’ (hereafter referred to as teachers) are actually college graduate students
and the ‘student’ (hereafter referred to as pupils) are being instructed by college
students who wish to become students. Dr. Mumma is the overseeing professor of
the students and their classrooms are taught in a manner, which is quite unique.
The expectations are that I will gain a broader knowledge not only of how to instruct,
direct, and inform the college students on how to teach, but I also will view directly
how the student’s interactions with pupils either work or need adjustment; how
behavioral issues may be addressed; and how to handle the nervousness of being a
first semester teacher.
Even though the class being observed is a high school class the goal is to
observe the hands-on ‘clinical’ if you will of up and coming teachers. I hope to learn
positive teaching styles, observe addressing diversity and disabilities, observe how to
redirect students who are off task, and learn new ways to interact positively with
students. Dr. Mumma’s interactions with the students are my highest priority;
however his students’ relationship with their high school students will provide
significant insight as well since many of them will soon be students in the college
level.
Since I will be observing the high school pupils and the college students at
once, one of my concentrations will be the observation of the students to insure they
have provided well-designed materials, have included non-lecturing activities,
teachers have involved the pupils in their learning (and do they involve a variety of
students and/or are they responsive of any learning gaps in any individuals),
attempts to utilize computers or other technology, do they explain concepts clearly
(do they have a working knowledge of the material they are presenting), did they
relate the learning concepts to students’ experiences, did they choose an appropriate
learning level for the students and accomplish their instructional goals for the class
period?
For Dr. Mumma’s instructions I will be observing his instructions prior to the
class of college students, his direction (if need be) during the class (of high school
pupils), and his coaching of the graduate students after the class.
Significant Events during Observation:
You may or may not be able to answer all of the above, but they will give you a guide.
Reflective Analysis of Significant Events: (This reflection should include what you
have learned.)
I have learned that there is a great need for ongoing assessment rather than
assessment at the end of the grading period. The assessment is better for learning
development for students and teacher’s effectiveness is improved. It is interesting
to see the different solutions students’ envision when they have a problem posed to
them and their unique perspectives on a single situation. By embracing and learning
from differing perspectives both the students and teachers are able to learn and
incorporate their new understandings into their education and/or teaching.
List at least three ways you can use or apply what you observed to your future
teaching:
Day 1: Observed Dr. Mumma work with college students to evaluate their lesson
plans on how the lungs work and reviewed them, then prepared a common format
for all the students to present to each of the different biology classes. Students first
brainstormed their ideas, aligned them into a formal lesson plan, developed a
common objective and set of essential questions, develop student activities, and
develop and assessment procedure. The students did peer teaching to be prepared
before going into the high school classroom setting.
Day 2: The college students, under Dr. Mumma’s guidance, implemented the actions
they addressed in day one of the observation. The students opened and closed their
own classrooms on day two and taught in three separate high school classrooms at
one high school. The students taught, lectured, and demonstrated their collective
lesson plan. The college students taught and video taped their lessons for further
review by the students and professor to reflect upon specific attributes of the lesson
and instruction procedures. Dr. Mumma was moving between each of the three
classrooms during their lessons. The students reconvened to process, debrief, and
for the professor to give them reflection questions which they will respond to at the
next class after reviewing their video.