Monica Gallen

Week 7: October 31, 2017, 10:30-12:30

Location: Mrs. Testas Fourth Grade Classroom

Mode of Thinking: Situational Thinking

PDE Competency: Stage III C.3-Uses a variety of age-gender-individually-culturally-ability and

skill appropriate instructional strategies that reflect evidence of student engagement, new

learning and assessment.

My time in the classroom was much different than my previous visits. The class was

taking a multiplication math test that took the entire class. Due to this, I did not have as much

interaction with my students. The students did a warm-up activity that took about five minutes.

This activity practiced addition and subtraction, skills that are important but have not been

focused on the past few weeks. After the students finished their warm-up, their test was passed

out and they had the rest of the class to finish it. My role in the test was to sit with three students

in the back and make sure they are applying all of the skills that they know. I could not help to

solve the problems, but I could remind them of what skills they should be using. All three

students had to show me their test after they completed each page. This allowed them to take a

short break and let me see what they missed. I kept the students engaged by reminding them to

stay on task and to use all the skills that they have learned in class. The rest of the class took their

tests with little to no assistance.

During the language arts part of the class, my students were learning about text

dependent analysis. They just completed their informational essay, so they are moving on to a

new type of essay. The students learned the basic information they needed to write a text

dependent analysis. They were given tips and tricks to write the best paper that they could. The
students then received a portion of Because of Winn-Dixie to read and start taking notes. I was

only able to stay to watch the students read for a short time. I noticed how the students started

taking their marginal notes based on what they were reading. They had already been given their

prompt, but the students were supposed to focus on understanding the text the first time they read

it.

I did not teach anything this day, so the only way I differentiated learning was through

helping the three students with their test. I had to give each student different prompts and

reminders as they completed their test. Due to the test during class, there was no homework or

discussion based on the homework. I developed relationships with my students by monitoring

and helping them with their test. There was not much conversation during this day because they

were focused on taking and completing their test. Regarding classroom management, again I did

not do too much during this day. I helped the students as much as I could and showed them that I

had an interest in their questions. I also reminded them that they had to stay quiet and work on

their test. Overall, it was interesting to see what test taking skills the students used. I also found it

helpful to see how the test was presented and which students completed the test and which

students still had work to complete.