Sie sind auf Seite 1von 3

Weekly Report #2

Student/Teacher Interaction

Name: Leesa Slider_______________ Date: 9-14-17___________ Time: 8:00 am__________

School: Morgan County R-II_______________ Grade: 1,3,5__ Subject: Special Education____

1. Using the suggested activity list, indicate the types of activities you did on this date. Be specific.

Helped a student in one-on-one time with math problems from a math workbook and worksheets. I
assisted the student with reading the instructions and how to figure the problems.

2. How is it conveyed to the students that they are important?

The teacher stops between problems and listens to their questions ad struggles. She then gives them
one-on-one help to ensure they can compute the problem correctly and that they understand the problem
so they can try on their own on the next problem.

3. How much time would you estimate is spent by the teacher in informal conversations with the
students?

When students drift from the topic or problem she indulges for a moment to allow them to speak but
gently and quickly directs the conversation back to the lesson.

4. What are the classroom rules concerning talking during class?

There are no formal rules about speaking out of turn in the class and it is a little laxer to
accommodate the types of children in the class and it is more tutoring style and interactive than it is
formal and traditional.

1
Weekly Report #2

5. How much time do the students spend talking with each other?

They engage very little with each other; most conversations are with the teachers.

6. What is your personal belief regarding talking in the classroom?

To indulge in the off topic speech for a second as it may be the only tie they receive attention or
undivided attention from anyone. We do need to stay on topic, so I could suggest talking about it more
after class or in free-time.

7. Use pertinent information from your sources to support or dispel what you have observed concerning
classroom talking.

In a paper titled, Conflict, Closeness, and Academic Skills: A Longitudinal Examination of the
TeacherStudent Relationship by Benjamin A. Mason et. al., Supportive teacherstudent relationships
are a critical factor in creating and maintaining a sense of school belonging that encourages positive
academic and behavioral outcomes (Anderman & Anderman, 1999; Birch & Ladd, 1997; Gest, Welsh,
& Domitrovich, 2005; Wentzel, 1997). Grounded in attachment theory (Ainsworth & Bowlby, 1991),
the importance of early relationships in building childrens working models of the world and subsequent
relationships with others is emphasized. To me what I have learned and what this quote is saying is that
it is important for the students be able to speak freely when appropriate and that they should be listened
too. If it is off topic redirect them and remind them they can speak freely of such things during a more
appropriate time. This way they are being heard and listened too, something they may not be getting at
home.

8. What did you learn?

The chaos that appears on the surface is a well-controlled class in capable organized hands. There is
structure and organization that students need and the support they need/can is built into the curriculum.
The teacher needs to be firm, assertive, kind, patient, caring, authoritative but giving as well. It is a
balance that may be difficult but is necessary for the health and well-being of not only the students but
the teacher as well.

2
Work Cited
Mason, Benjamin A., et al. "Conflict, Closeness, and Academic Skills: A Longitudinal Examination
of the Teacher-Student Relationship." School Psychology Review, vol. 46, no. 2, June 2017, pp. 177-
189. EBSCOhost, doi:10.17105/SPR-2017-0020.V46-2.