The Effect Of Social Media On Classrooms On The Classroom

The Effect Of Social Media On Classrooms On The Classroom
The use of social media in classrooms has always been a very controversial topic. Hence not all the parents were happy that Ms. White had been using
Facebook to communicate with her students. Even though Ms. White had timelessly repeated her good intentions she could not escape the
ruthlessness of some of the more conservative parents. Today, however, was the day of the monthly Communicating our Word to Better Education
school meeting. This month's meeting was a discussion, to most a debate, on whether or not Jameson Middle School should continue to use
Facebook in the classroom. The sets we all filled for the first time since the school meeting and petition for healthy foods. Some of the school's
faculty members who had walked just minutes before the start of the meeting had to stand in the back. The panels had been angled horizontally and
opposite from each other forming a separated V shape facing the audience. The school principle Mr. Rogers was appointed the position of host and
chairman of the discussion, and the school had gathered faculty, parents, and two scholars to participate in it. Mr. Rogers had set the meeting to start at
4 p.m, and at 4 p.m, not one minute later, he walked to the center of the stage. Grabbing the microphone he looked out to the crowd and started to
speak. "Good Afternoon everyone, and welcome to our monthly, Communicating our Word to Better Education school meeting. Today we have for you
Dr. Reynol Junco on the supporting side, who conducted
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Classroom Reflection
LP 1, 2, 3, 4, 5, 6, 7, 9 are evident in this teaching session. LP #1 – 1) Live it. In the beginning, the teachers emphasized that the enduring question is
how to analyze perspective from different view points. To be a successful citizen in a diverse and democratic society, analysis of different view
points is essential, so is the ability to collaborate with different people. In this classrooms, learners showed that they understood the concept that
different people have different view points. The students also demonstrated they were able to work in a team setting. 2) What are some other
learning goals and how students are doing in term of these goals. LP #2 1) Live it. The students had talked about perspectives from their experiences,
were learning to analyze perspectives in a society using the lenses of a historian in the class. They learned similar subject in a reading class and were
required to have group discussions and to produce/present a report during the class, followed with a diary on their own afterward and trifold
presentation. All the above pointed out that the learning includes many dimensions: creative, social, and experiential. 2) Are there any learnings
opportunities focusing more on the creative and entrepreneurial dimensions? What do they look like? LP #3 1) Live it. The report and the presentation
at the end of the class reflected the students' understanding of the enduring question of the lesson. The homework assignment would also help evaluate
the

The Classroom Reflection
This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also
shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out
differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an
outlet. The Classroom shows all the issues in the school system which is caused by a leader that doesn't know how to lead, effecting the teachers and
students negatively. The fish roots from the head, the principle was constantly worrying about less important things, for example, making the students
stand when he enters the room or during a meeting discussing the behavior of students he interrupts saying he wanted to discuss something more
important, the coffee machine. He is supposed to be running a school and all he is worried about is coffee and the "respect" he receives when
entering a room. Another area that should be looked at is the teachers, specifically Francious, the main teacher. He has some great qualities, for
example, he tries to help Souleymaneto, first by modifying an assignment, he asked Souleymaneto to use pictures to express himself, this made him
more likely to succeed because he enjoyed doing the assignment. Francious even tried to protect Souleymaneto after the incident the occurred in his
classroom. Francious made some mistakes, he let his temper get the best of him. He specifically singled out Louise and Esmeralda, the student
representative, along with Khoumba, a student who's attitude completely changed from the previous school year. After Francious demanded respect
from Khoumba, she decided to write him a letter and leave it in his mailbox. Her letter stated that for him to ask for respect he first must have to show
respect. She also told him that she would sit in the back and not speak anymore. Francious' biggest mistake was calling the two representatives "skanks"
the next day in class after they were laughing and walking in and out of the teacher's meeting that they were supposed to be sitting in and representing
the students. This incident

Classroom Observation
Before class even began, there I was, making predictions about how this group of students were going to act during class – it was clear from the
beginning that they knew how they were to present themselves in that class. As the students came into the classroom, the teacher greeted them all
individually, fist bumping some, inquiring about the personal lives of others. It was a very pleasant environment; the students were courteous to their
teacher and upon getting to their seats immediately opened up their books to where they left off last class and started setting up their Chromebooks for
their reading journals. The teacher then inspired this demeanor in other students by telling students who were trickling in at the last minute to follow
the example of their classmates who already had everything out and ready to go. In addition to verbal responses to and reminders of positive behavior,
she reinforced this behavior in her students through posters around the room that detail the behavior she and they should expect to see in the classroom.
However, one student came in who seemed to be resisting this behavior. This student walked into class late and in a bad mood. The teacher began to
tell her that she would need to go get a tardy pass from the office, she interrupted her teacher mid–sentence with a harsh "I know." The teacher seemed
taken aback by this, but responded kindly and in a calm manner, saying, "Okay, well, good morning. There's no need to stress it, set your stuff down
and then do what you know you need to do." The student's attitude changed almost instantly, she said good morning and then apologized to her teacher
for her reaction. The teacher then went on to explain to the class why she has to make sure tardy students get a pass.
About midway through class breakfast was provided for the students, which is kind of an odd arrangement. During this time, the students,
understandably, started to get a little rowdy and disengaged. While they sat back down and worked on reading logs, they continued having side
conversations and many were not actually working. The teacher called them out on not working using humor, one student's response to being told to
work was to pretend to type while continuing his

Classroom Elements In The Classroom
Classroom Elements
When an organization knows that customers or people are going to be spending a significant amount of time in a physical setting, they must plan
accordingly and provide a functionally and aesthetically appealing environment. Yet, when their goal is to serve them as quickly as possible and
encourage them not to linger, they want to provide quick service, but not put so much time into comfort and aesthetics (Fisk, Grove, John, page 69,
2014).
THE CLASSROOM
Approach
The classroom I observed for this assignment was one that I am constantly in for my business major; it seems to be one of the larger rooms in West
Center. The lighting is an element that I believe would be an approach element. It is not dim or flickering, of which would make me tired or make it
hard to focus. It is bright, which allows me to further concentrate on what I am being taught. The ability for faculty to alter the lighting to assist in
seeing their teaching materials also assists in the students' ability to absorb materials they are being taught.
The arrangement of the tables is another pleasing aspect of the room. The tables allow plenty of space for students to push their seats back without
hitting the table behind them. The tables only have two students per table, allowing a larger area of work room to spread out books, pencils, and
notebooks. This way, students aren't worried about writing on top of their books, having items fall on the floor, or constantly bumping into their

Classroom Goal
Classroom Goal
The goal of my classroom is create a strong learning environment where students increase their abilities to be responsible, respectful, and active
members in not only our community as a class but in the community around them. Beni's Management Philosophy Within the Danielson Framework
Creating an Environment of Respect and Rapport (Danielson, 1996) Respect and rapport are vital to a classroom and the management of that
classroom. When a high level of respect is garnered by the teacher from the students the opportunity for learning can occur. That is done by establishing
a relationship with the students beyond the boss in the room. When students respect one another and enjoy a relationship of rapport students engage in
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I will teach the rules and procedures through modeling, practice, verbal instruction, and consistent reminders and reteach when necessary. Students will
also have significant input if the situation allows. I will monitor behaviors in a progressive consistent manner where one student does not get preferential
treatment or another gets the hammer. I will demonstrate withitness by first inhibiting behavior by being present throughout the classroom, making eye
contact with all the individuals, and being aware of common issues that arise in areas of the classroom (Marzano et al). I will then give verbal
warnings, then infraction notices (Seroyer), then after school detention, and then a referral to administration when the situation requires it (Payne

My fieldwork for my diverse populations class was stationed at Brightwood Elementary School. The teacher that I was assigned to was Tonya Johnson.
She is an EC pullout teacher that helps accommodate students when needed. During the time that I have been at Brightwood, Ms. Johnson has had me
work with several different students and assist them when needed. For my first journal entry I will be describing two different students that I have
observed at Brightwood while working with Ms. Johnson. These two students typically need extra accommodations with different work whether its
math or science. I will refer to these students throughout this journal entry as Student A and Student B for the benefit of the students. When I first
entered the classroom I would not have suspected many disabilities but after I was able to work with Student A and Student B independently I was
able to see their different strengths and weaknesses. Student A is very quiet and prefers to get her work done but is slower at copying notes down
and gets easily distracted when copying notes. Therefore, Student A would miss a lot of the notes/lecture that the other students would be able to
record. This would be very harmful to Student A in the end because she would not have the materials that she would need in order to be able to study
accurately. She would also get bad grades when the teacher would decide to do a "notebook check." A notebook check is where the teacher goes
around and checks all of her

Academia and Classroom
Student no : 43713009
EDA 201W Ass no : 2
719493
Question 1
1.1 Conflictв†’ The practice of recognizing and dealing with disputes in a rational, balanced and effective
way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference
from others in achieving their goals."
1.2 Decision– making в†’ Is the choice of the most suitable way of solving a problem or handling a situation . 1.3 Communicationв†’ Is a means by
which the teacher and pupils' different needs, feelings and
attitudes are conveyed to each other in order to establish cooperation and achieve goals.
1.4 Motivationв†’ Is the process by means of which motives are provided by, amongst others, a... Show more content on Helpwriting.net ...
2.3 A proper balance between the: task–oriented and the human relations aspects, required in every teaching–learning situation , enables teachers to
create a teaching–learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal)
aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure
of the classroom situation, which includes all areas of the teacher's management task. These studies revealed a clear correlation between classroom
atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: пЃ“ Classroom atmosphere has a
significant influence on pupil performance. пЃ“ Although the personal and social characteristics of pupils are important factors in their school
performance, classroom atmosphere is sometimes more important. пЃ“ The psychosocial and academic aspects of teaching are interrelated. 2
Student no : 43713009
EDA 201W Ass no : 2

719493
пЃ“ Variables that relate directly to teaching–learning activities in the classroom have a special, unique influence on pupil performance. The following
are the guidelines for teachers to cultivate positive attitudes in their pupils: п‚· Put the pupils in the centre. п‚· Respect pupils' opinions and treat all
pupils respectfully. п‚· Give pupils a group feeling. п‚· Help pupils to

Example Of Classroom Abstivation Observation In The Classroom
My classroom observation took place at Barwise Middle School during Ms. Yearly's six grade social studies class. There were fifteen students in the
class which comprised of seven girls and eight boys. One student in the class was classified as extremely special needs, two students had autism and
two ESL learners. The racial make–up of the class was four Hispanic, two African American, two Asian, and eight White students. The classroom was
medium sized and appeared to be very limited in moving space. There were various charts, graphic organizers and pieces of student art which covered
the walls of the classroom. Words for the week could be seen on the door when Ms. Yeary shut the door after the last student entered. Ms. Yeary's
desk was set in the top left corner of the classroom where all students were able to see and hear her if needed. The classroom was arranged with four
tables with four chairs. Students when sitting at the tables would be facing each other. On each table was a container with markers, pencils, blank
paper, pens, and a dictionary. The class was furnished with two reference computers, one computer on Ms. Yeary's desk, document camera, one
projector and screen and a small classroom library. There were three windows on the right side of the classroom providing additional light and view of
the playground.
Before entering the classroom, each student was greeted by Ms. Yeary with a handshake. When the students entered, the classroom began to fill with
laughter

Classroom Behavior
Kelly, M. L. & Stokes, T. F. (1982). Contingency Contracting With Disadvantaged Youths: Improving Classroom Performance, (3), 447
–454
Classroom behavior management can be one of the most difficult issues teachers face today. With the variance of personalities in one classroom, it
may be difficult for a teacher to stay actively in control of the ever–changing environment. The main question is, how do the new and upcoming
educators of the world change the issue of behavior management in our own classrooms?
First, think about the approach. Take some time to think and strategize a plan. Clarifying a strategy will help make it easier for an educator to lead the
class confidently and effectively. Next, make sure the students know what... Show more content on Helpwriting.net ...
By using this concept to curve behavioral issues in the classroom, students will benefit from not only the reward given at the end of the contract, they
will benefit in the overall knowledge gained by completing the contract. Allowing a student to be more involved with their education will help ease the
amount academic and behavioral issues in the classrooms and allow more room for

2. I am an activist. Walking into ETST 111 on the first day I was excited to critically analyze the history and repercussion of predominate movements
that have undoubtedly affected the way in which society works today. Moreover, I was intrigued as to how my previous work as an activist will
translate in my academic strives to understand what great movement building concepts are. The simple congregation of the class serves as a median to
begin dialogue. I was curious to see how the structure of the class was going to mediate the aforesaid. In this part of the assignment, I will critically
analyze how effective and ineffective the course structure, content, format, grading and decision–making process was for the class:
The structure of the classroom is designed about an enclosed four wall space, where each breadth is shorter and deeper than the one before, is
claustrophobic and impossible. The state has indoctrinated us to believe that the optimal learning experience is held inside impacted classrooms that
have a disproportionate teach to student ratio. This phenomenon is clearly seen in our own classroom, where the own classroom that we are assigned
for the quarter was specifically designed to facilitate discussion through different resources allocated throughout the room which in return remained
useless due to the impacted tables implemented in the classroom to accommodate an overcrowded upper division class. I critique the space we were
assigned to because for the whole quarter the class was structured mainly around class discussion. I found the whole situation an oxymoron simply
because the setting conflicted with the structure of class. Specifically, I often felt disconnected with the class because for the most part I could faintly
hear my pears discoursing their opinion as I stared directly into the back of their heads. Instead of the intent listening and intense eye contact that
should be used to maximize efficient dialogue and conversation, so for the most part the table arrangement ineffectively allowed for meaningful
conversation that incorporated all the students in the class. Stern Neill and Rebecca Etheridge authors of "Flexible Learning Spaces: The Integration of
Pedagogy, physical design, and

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their
classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher's
management style, and interview the teacher. Upon speaking to the principal about observing he assigned me to Mrs. Johnson's third grade class,
because she was the best organized. I was surprised when I walked into the class and it was not pristine and in perfect order. Shelves are organized with
baskets but the baskets are overflowing with books. I was glad to see ... Show more content on Helpwriting.net ...
The group table is used only for reading. She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks,
schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students
"take pictures" of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For
reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to
each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other
class follow the same lessons. The students from the other class were very respectful toward her and her to them.
What classroom management theory do you use? Mrs. Johnson says that she uses positive discipline describing the behaviors she wants to manage
her classroom. When I asked her to expand on this she said that basically she lest the students know what she expects and they feel trusted to reach
those expectations. They know what consequences will be and decide for themselves if they want to suffer those consequences or not. She has the
words free time taped to each student desk and when they break the rules they mark off a

The Classroom Observation
Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the
teachers and students' actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper
will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers' responds, questions, instructions
notes and students' behavior will be addressed to analyze the efficacy of this class.
2. Brief introduction of video 3
The theme of english lesson in Video 3 is job interview with a large number of students, nearly as many as fifty, who are native Chinese teenagers
while teacher may be a native English speakers( at least good at English). Because of the education system in China, most of the Chinese students
study English from Grade 3 in primary school, who already have some basic English vocabulary and grammar storage like simple greeting, food, verbs
about movement and so on though not mastery in them. Meanwhile, They are capable of making simple sentence. Therefore, teacher began to teach
students some English skills, like listening, in middle school. The lesson is divided into three parts: pre–listening, while listening, post–listening. In the
pre–listening part, this teacher lead students review some details about the listening transcript. While listening, students answer the question sheet and
afterwards, check the answers during

Transition In The Classroom
5.How did the teacher make the transition from one activity/topic to another?
Mrs. White used transitions sparingly, throughout her lesson. For the first transition,
Mrs. White waited until the students had all of their materials (spirals and pencils) laid out on the desk before speaking about their assignment. When
Mrs. White transitioned from writing to discussion, she let the timer on her desk go off, and once the students put their pencils down and were
watching her, she proceeded to pull student numbers out of a cup and would have them read their paragraph to the class. For the last major transition
was from this lesson to the beginning of this lesson, Mrs. White told the students that they would be doing this type of quick–write multiple times
throughout the year, and then asked the students to put their things away, and be prepared to be separated into groups to do various subjects at the
same time.
6.How did the teacher monitor the students' understanding of the material being taught? Did the teacher engage students in higher order thinking? ...
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White monitored the students learning through two major ways. The first way was walking around the classroom while the students were writing and
helping those who were not quite sure as to where to start. The second major way that Mrs. White monitored her students learning was through the
class discussion that they had at the end of the lesson. This allowed the students and Mrs. White to hear what that particular student thought about the
picture and some of the things that they were able to pinpoint that other students might not have seen. Mrs. White did engage in high order thinking
questions, a few that she used, were, "Why did you think that?" and, "What caused you to think that about the picture?" This caused the students to tell
Mrs. White why they believed what they believed about the photo, instead of just telling her what they

Classroom Incivility
Classroom incivility is one of the biggest problems affecting learning institutions in the United States. Tutorial room misconduct can be defined as any
action that affects the cooperative and harmonious learning environment (Klebig et al. 154). Impolite students' behaviors not only interrupt the overall
learning atmosphere for students but also bring stress and frustration to the instructors. Faculty and students often contribute to the classroom
discourtesy. Despite the various regulations that indicate the acceptable students' behavior, classroom incivility continues to be a principle challenge in
most college classrooms. It has been found that "text messaging, packing up books early, yawning, eating and drinking, arriving late... Show more
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There are minor to severe incivilities. Although some are identified as less severe all incivilities should be described as severe. These classroom
incivilities create considerable destruction that has a negative impact on the key purpose of college education. Students use phone and laptops for
unrelated class work such as time checking, emails, and games. Classroom misconduct also involves going to class late, not being prepared and falling
asleep. College students' misbehaviors have a negative effect on participation and performance in class. It has been noted that many incidents of
student incivility in the college classroom occur as the result of disruptive actions by only a few college students who are involved in ongoing
disruption. The instructors should follow key recommendation for handling classroom incivilities effectively. It is necessary to avoid ignoring student
incivilities. This in turn will lead to a smoother and more effective learning

Reflection For The Future Of A Classroom In The Classroom
First prompt
When I have my teaching degree and license and I have a classroom of my own it will be a fun and inviting environment. My class room will have
a theme each year to make learning a little more fun. All of the learning materials will look inviting, colorful and something a child will want to look
at. I hope to teach a second grade class but I would be ok with anything from kindergarten to third grade. To help a child learn words especially
younger children just learning words I would have everything labeled to help them know the words for everything in a classroom. For older kids there
will be reading tools and areas to help them become more efficient readers.
When it comes to the learning materials in my room I would make them diverse and easy to use and get to. The classroom library will be changed
every so often and have different levels, and types of books. In the library there will be books for every level. Some kids have trouble reading so
having a little lower reading level for them could help them catch up and not feel like they can't read. The levels will still be at a difficult level but
only to strengthen the reading skills. There are also kids that are really good at reading and need more challenging books. To regulate this the books
will be split into sections and I will give each child a minimum level to read so they are still challenged but still let them read higher. There will also
be seasonal books in one area to help them

It was early in the morning and Mrs. Gault turned the light off in the main classroom and said we just needed to calm down for a while. About 10–15
minutes later she told me I could take some of the students in the kitchen/classroom and work with them. I ask Jacob, Nick, and Levi to go with
me. We worked on our sheets All About Me. I talked with Levi about not breaking the crayons and putting them in his mouth like he did yesterday. I
gave each student one crayon to color with. Levi was finished coloring and he broke the crayon and laugh at me. I ask him to get up and to come
over to main classroom and sit at the desk and think about the choice he just made for a little. I went back into the other room and could hear Levi
asking to go to

Classroom Theory : Classroom Management Philosophy
Toni Bentley Classroom Management Classroom Management Philosophy My Classroom Management Philosophy I believe that a well managed
classroom provides safety, education and respect and fosters an environment of team work and empathy. In order to support and encourage learning
in a classroom environment, students should feel comfortable and safe both physically and emotionally. Behavior, character, independence, attitudes,
and academics are all learned in a classroom. They should feel they have the right to contribute and be part of class activities. They should feel they
deserve the respect and consideration of myself and their peers. I intend to establish and maintain a classroom where learning will be optimized and
rewarding. My role as a teacher is as a guide, it is my responsibility to create an environment where students will develop self management over their
learning and the self efficacy that will motivate them to try. Fostering Self Management Democratic authority is what students will find in my
classroom. I believe in a student centered classroom. I want them to have to freedom to recognize and make their own choices and reap their own
consequences. Self Management means that the student understands each choice you make has a consequence. Self management is a skill that will
follow them through their entire lives. Therefore I want students to feel they have a say in our room and our learning, so they will also understand that

As part of the district's goal to increase student engagement in the classroom, teachers are asked prioritize relationships when handling discipline rather
than to use solely punitive measures. To support this initiative, the district has called upon Dr. JoAnn Freiberg from the State Department of
Education. For the past two years, Dr. Freiberg has provided training to all administrators and any new teacher entering the district. The idea is to
create the capacity amongst staff to use strategies that will allow students to recognize their wrongdoing and think about what they can do differently in
future situations. This notion requires a shift in mindset away from simply punishing students every infraction. I was fortunate to attend trainings with
Dr. Freiberg as well as be part of a Restorative Practices networking session. The latter gave me an opportunity to share my experiences using
restorative measures with teachers and administrators from surrounding districts. Due to my growing knowledge base on restorative practices and my
successful implementation in the classroom, I was asked to present to the entire Wooster Middle School staff at a staff meeting. I began the meeting
with an overview of restorative practices, including examples of the language we can use with students. I also explained how having the students sit in
circles can be an effective option to solving class wide behavioral issues, in addition to supporting academic instruction. Lastly, we

The classroom setting is a diverse classroom there are twelve African Americans children and five Hispanic children preschool age. The ELL's student
are two girls and three boys, they have been in class for three weeks. The classroom displayed multicultural poster and in the art area, they had
multicultural crayons and construction papers. The classroom has a library that is fully equip with audio books that is in English and Spanish. I notice
on the wall all posters are in English and Spanish. There a number chart with the number and under each number the words in both languages. The
parent bulletin board also in both languages, the newsletter the teacher sent home that day was in English for the English–speaking students and
Spanish for the ELL's students. The teacher is African American I notice she will say certain things in Spanish such as come on (vamos) sit down
(sentarse) and... Show more content on Helpwriting.net ...
One lesson was identifying circles in the classroom. For this lesson the teacher, use two strategies pointing and using a picture of a circle. She showed
the student the picture and said circle (circulo) in English and Spanish. As she pronounces the word in English, I notice she would say it very slow and
the students would look at her mouth and face gesture. When pronouncing in Spanish the children gain knowledge of the lesson quickly and start
running around the classroom finding circle objects. During story time, the teacher introduces the book to the students in English, and gives instruction
to listen for the rhyming words during the story. For the accommodations for the ELL's student, her assistants directed them to the audio area and they
listen to the book in Spanish with headphones on. The children were enjoying the book and followed alone with the audio turning pages when they
hear the

Evaluating The Classroom
One very effective way Mrs.Giles manages her classroom is through her CHAMP's system. The way CHAMP's is an acronym. "C" is for
communication and how loud the class should be. "H" is for help, it tells the students if they're allowed to talk to each other for help or if they need
to raise their hands." A" is for activity, activity represents the type of classwork the students are doing, such as book work, tests, or electronic work.
"M" is for movement which represents whether the students are allowed to walk around the classroom or if they need to sit down. "P" is for
participation, which means if they're working independently or as a group.
In the event that the students worked in pairs they are only allowed to whisper, if they are loud enough for the teacher to recite the entirety of their
conversation working in pairs is revoked from the specific group. In addition to working alone the students also get minutes taken off of recess to
complete their work and to practice being quiet. ... Show more content on Helpwriting.net ...
A student decided that he wanted to pull his pants down to his thighs so he could "sag" in the middle of class. In that case, Mrs.Giles gave him
conduct marks, made him sit out at recess, sit by himself at lunch, and call his parents. The reason she went to extremes and gave him more than one
consequence is because she wanted to thoroughly allow him to get the message across that showing your underwear at school is never okay. Another
instance of discipline was when one of the students who has autism screamed out in class. The students were working on iPads and the system threw
him out of it and he got very upset. Mrs. Giles calmed him down by reminding him that screaming will not log him back down and by giving him the
choice to try logging back in or reading a book

Here is a quote taken directly from the teacher's webpage on the school website that can help get a better feel for the classroom setting I was in: " I
am a Special Education teacher working with students with moderate to severe disabilities in a specialized academic classroom at San Elijo Middle
School. Within my program students are taught functional academic skills, communication skills, life skills, social development, vocational skills and
skills that will help to enable them to become as independent as possible in their lives. Students in the class participate in a wide variety of experiences
at San Elijo Middle School and are a part of the school community."
I started and spent most of my day in Mrs. Dudley's classroom. In first period there were four students, all male, one teacher, three adult aides, and a
student peer mentor. There are eight students in total who are split among two classrooms with three teachers, and a handful of adult aides. Mrs.
Dudley informed me that a typical class size for her ranges from ten to fifteen students per year.
The staff have a number of different duties throughout their day, that is shared among them. One of a staff member is tasked with standing by a
particular student's side all day. This student in particular, Student A, suffers from seizures typically resulted from a loud and unexpected noise. While I
was observing in the classroom that very thing happened. Another student, Student B, was getting up and moved their desk

The Flipped Classroom Experience
Technologies have its own share of advantages and disadvantages. Technology can be a boon in disguise or it can work in opposite way. In past,
several learning institutes have tried applying new and latest technologies to enhance the teaching experience. Technology needs to be analysed
methodically to estimate the benefits. The technology we discussed and recommend includes Webex, classroom recording which facilitate
collaborative online interactive sessions. These technology have played important role in making teaching more flexible and beneficial to students
and teachers. Many universities across the world have started using online interactive sessions for teaching. This is also known as online tutoring or
online course. As of now, major US universities including MIT and Harvard are offering online courses. It has its own unique selling point of location
flexibility. It has been successfully tried across the world to give more value to students and make education truly global globalized.
This can be also used to have mix of both worlds. Not just online or full recorded classroom videos but something that gives a better learning
experience. It is also called as Flipped learning. Flipped learning is combination of online teaching and recorded video sessions, which students watch
usually at home and homework is now completed in the class with interaction from teachers and collaboration of students. Flipped teaching is a new
form of blended learning instead of pure lecturing.

Classroom Routines
C. Classroom Routines I believe classroom routines should be established early in the school year so that there is more time later in the year for
proper lesson movement. Harry Wong states in his Classroom Management Philosophy that it is vital that rules and procedures are established early in
the academic year, in the first few weeks, so that the amount of time spent on discipline is minimized throughout the rest of the year. He even provides
teachers with three steps to take in order to establish procedures:
Explain the classroom procedures clearly (state, explain, demonstrate, model).
Rehearse the classroom procedures until they become routines.
Reinforce correct procedures and reteach wrong procedures (reteach, rehearse, practice, and reinforce daily). (Naegle, 2017) I plan on having a few
classroom routines incorporated into my class such as, weekly classroom meeting, placing coats and other personal items in your cubby every morning,
the election of student of the week every Friday during the classroom meeting, using a specific song of a certain length during station changing time,
the proper way to line up, classroom clean up at the end of every day, and many more. I believe that all of these routines should be taught at the
beginning of the year and rehearsed and practiced. Throughout the year students should be reminded of proper routines and when they are struggling
to do a routine fluidly it should be reviewed and practiced again. This will create a

The classroom I have been observing is a Varying Exceptionalities class. It is taught by Tom Jacobs. It has students from kindergarten
– second grade.
This class only has about 14 students. These students are in this classroom because they would not perform as well if they were thrown into the
main–stream curriculum. Bayshore elementary also has one other VE class for students in third–fifth grade.
The students in this classroom were of multiple races. I had an estimated 3 White students, 4 African–American students, and about 7 Hispanic
students. From what I can see most of these students are from lower income families. There was a good divide between male and female students.
One of the students has cerebral palsy, about 4 students have autism (one also requires a feeding tube), some of these students also cannot control
bodily functions yet, one students has a hearing aid, a couple have ADHD, others cannot speak English very well. This class has two connectedrooms.
One room is where they do most of the learning, the other room is used for storage and physical activity. The room does not have very many bulletin
boards but the ones they do have contain the student logins and class schedules. This classroom consists of two rooms, one of which is used for
storage and physical activity. Their main classroom setup has the teachers desk in the front and the students desks are put into two groups, the laptops
are put in the back of the room. The separation of the desks

At Rolling Green, many areas are used for gym classes now. The temperature recently just rose to the mid–60s. Before the temperature rose, students
would participate outside on the schools tennis court, around the baseball diamond, and sometimes the old soccer field. Now, students are
participating in the small gym towards the middle of the school building. This helps make it easier for students who didn't dress for the cold weather
stay warm. As well as not fully protecting students, but avoiding possibility for children to get sick due to extreme climate change. In this reflection, I
will give a brief description of the physical arrangements in the physical education classroom inside. I will then give a description of routines and
procedures. Next, I will talk about one of the instructors grouping strategies and activities that stuck out to me the most. Finally, I will speak about one
change I would make, and why I would make that change.
To begin with, the inside physical education classroom is extremely small. Normally there will be two classes in the room at one time, which leads to
the instructors dividing the room up with the middle door. When the gym is divided, the left side just has a stage and volleyball nets taking up a small
percentage of space. On the other side of the divided room, there are chairs, volleyball polls, and tumbling mats cluttering the rooms space. Normally
the Instructor will try to move extra items out of the way as much as possible. If students have to run, then the items are moved to the four furthest
corners of that side of the room. Other times the extra items will be placed in the instructors personal office, or even the equipment storage room. On
both sides of the gym, there are posters all over the walls to motivate the students to be healthy, happy and enjoy life t the fullest. There are also some
pictures of students with their instructors, and more photos of students in uniforms for certain sports.
A daily routine for all of my instructors students, would be to come in the classroom and stand in order by their last name. The instructor has already
made groups for the students, there are normally 4, but no more than 5 students to each row. After the students get into

My Classroom As A Classroom Essay
I will organize my classroom as displayed in the diagram above. I will have an instructional loop so that I will be able to access all of my students
easily. In my classroom, I will have a collaborative table so that I will be able to work with a group of students at a time while others are working
at their chairs. There will be room in front of the smart board so that students will be able to stand up and move around to use that instructional tool
while I am educating them. As a class, the circle time area will be used daily. Where the student cubbies are, I will also have center items in the top
cubbies that the students can take to their desk to work on when the time is available to do so. In my classroom I will check roll once the bell has rung
and all students are in their chairs completing their bell work. To check roll, I will walk around the classroom checking off the students as I assess
how they are working. By checking roll and not calling names, I am not wasting time and the students are staying on task.
To collect materials, I will have a shelf for where the students will turn in their assignments each day, and each shelf will be labeled according to the
assignment. After the students turn in their assignment, they will be able to retrieve a book and go back to their desks to read quietly so they will
not be disturbing their peers. To distribute materials, I will have bell work already on the students' desk, and when it is time for another paper
assignment, I

Kaylee In The Classroom
Kaylee's day beginning with getting dropped off at the front doors but her mother. She then walks to 2nd grade independently at this time. She did
need adult assistance to walk to second grade until she mastered the route to her class. Once in the second grade class, she will unpack independently
but does need 3–5 verbal reminders to get back on task. She then completes her morning check –in routine with verbal reminders to complete. An adult
does walk Kaylee back to the special education classroom after her morning routine is done. Then, Kaylee sits and start her math until it is her turn to
complete her sensory routine. After sensory, she works with an adult for her math session. This is in a quiet setting with a ratio of 1 adult to 2 students.
... Show more content on Helpwriting.net ...
When Kaylee is completed the content group time, she does go to recess and lunch with her second–grade class. There is adult support with Kaylee
(and other students) in case it is needed. Kaylee does occasionally need redirected to come in from recess, stay in her seat at lunch or for help in
opening her lunch items. Kaylee and another student walk back to the special education classroom after lunch. At this time Kaylee does participate
in another sensory break. While she is waiting for her turn for sensory, she listens to a brain break on the smartboard with the other students. Kaylee
does enjoy to do the brain break videos that involve dancing or exercise. She does watch the kids on the videos and tries to model them. After her
sensory break is completed, Kaylee does participate in calendar time. During calendar, Kaylee reads her first and last name, her phone number, and her
address. She reads sight words and reading random numbers 1–100. She helps with the month, date and days of the week. She counts tally mark, works
on patterns and tells the temperature. She does stay focused on calendar but will need reminders to tell other students take their turns and to stay in her
seat.

The steps I have taken up to this point: 1.I start off by greeting each student at the door. I am setting the tone that this is a supportive classroom
environment. 2.I have predetermined classroom assigned seats. 3.I start every lesson with bell work. We learn the routine of what to do when
entering the classroom, this consistency is effective to get them quietly and immediately working. 4.I have set positive expectations, intertwined
with our procedures. My expectations are less of demands, and more motivational and revealing of what the students will be doing through the
year. 5.I have my routines and rules posted on the wall. 6.The first week is critical to practice, and repeat learning the rules and procedures. During
my first year of teaching the steps I have taken up to this point are organizing a detailed plan, from before school started, of our daily procedures
and routines. Every single day I greet my students and let them know they are welcome into the classroom. Once the students enter the classroom,
they know to put their things away, backpack on the back of their chair, and lunchboxes in the cubbies. They then know to open up their bell work
journal and begin the bell work question or worksheet that is provided for them at their desk. My students will know that every morning they should
have 3 sharpened pencils in their pencil box and one pink eraser. They have finished work in their green folder and unfinished work in their yellow
folder. By being

As I walked into the school the first thing I noticed was the student work on the wall. I could observe the whole writing process on the wall from
beginning to end. It was amazing to see their ideas, turn into a rough draft, and then turn into final published pieces (p.143). The school's focus on
integrating literature into every subject was apparent. Students had to write how they found an answer in math and had vocabulary words they learned.
Also, in art, they found an opportunity to integrate literature. Every chart, mnemonic device, and procedure had a purpose. I only spent half a day at
Ozark North, but I know the teachers set high and ambitious goals for the students, and the students expect an engaging and productive day when they
walk into the school. During the whole group mini–lesson, I noticed most of the educators had their objectives written where the students could see
them. They began with a review of previous lessons, activating students' prior knowledge (p.253). The teachers did not stray off from the posted
goals unless the class needed more time to review past instruction. I observed one anchor chart use five fingers on a hand to remember the different
elements of a story such as; characters, setting, problem, events, and the solution (p.307). The educators had access to many mentor texts in the
shared resource room as well as from their own library. The small group instruction focused on a discussion of a shared reading. The small groups
look for a specific element in the shared reading that relates back to the whole group lesson (p.74). The learners ask questions about the texts to the
others in their group. They annotate their papers and highlight specific words and passages. The students are also looking for words that they do not
know and find the definition of them. There were also discussion starters for small groups if they needed some assistance. Some examples of the
discussion starters are; I agree because, I notice, and I disagree because. In some classrooms, all of the students' readings were the same, yet in other
classrooms, they had different readings or different elements they were looking for. As the teacher worked with an individual group at a time, the other
students

Classroom Sociogram
Classroom Sociogram and Narrative I observed a lesson for my Classroom Sociogram from 12:10 P.M. to 12:40 P.M. on February 24, 2017. My class
consists of forty–eight kindergarten students. It is a co–teaching classroom, so there are two teachers. During this time frame, the class is divided based
on ability. This enables all students to get constructive instruction time with a teacher. For phonics, Ms. West takes the higher–level students and Ms.
Rogers takes the lower– level students. Since Ms. Rogers is my Cooperating Teacher, I went with her while she taught the lower–level students. There
are fifteen lower–level students that typically go with Ms. Rogers during this time frame. Two of the fifteen students were not there, so I only ... Show
more content on Helpwriting.net ...
William was one of the only students that was engaged during the entire lesson. He remained on task even when there were distractions by other
students and the class clown. William kept to himself, yet did everything that was asked of him. For these reasons, I labeled William as the "Portrait
Child." The class leader during this lesson was Desmond because many students followed his lead. When Desmond was on task and doing the correct
thing, the students around him were on task. Desmond did provide un–called for responses a few times. After he talked without being called on, some
of the other students thought that they could speak without being called on. This showed the power that Desmond had over this group of students.
Though Desmond is in the lower–level group, he is not the academically lowest student in this group. Desmond understood most of the topics that
were covered in the lesson. Since he is slightly higher academically than the other students in this group, Desmond was the "Class Leader." Lastly, the
class isolate was the easiest to spot. Ms. Rogers had to prompt Brian to participate four times through the lesson. This was more than any other
student. Brian had an unengaged attitude and only participated when he was directly told to do so. I labeled Brian as the "Class Isolate" due to his
lack of participation in the

Stereotyping In The Classroom
In the article " Laptop multitasking hinders classroom learning for both users and nearby peer" by Faria Sana, Tina Weston and Nicholas Cepeda. The
authors discuss the negative effects of using laptops during class and the offset effect it brings to other students. Many issue arise when a student uses a
laptop as a substitution to the conventional pen and paper to take notes. For example, poor test score and low retention of the class lecture. During the
authors study they have concluded that using a laptop in class does in fact produce negative outcomes, especially if students are not interest in the
subject matter (Faria, Weston, Cepeda, 2013, p. 25). During my time here at CCSU I have not personally used a laptop in class, but I have been a
victim of distracted watching. In many of my classes, I noticed that a hand full of students would use their laptop for note taking. Most of the time
students would use their laptop for something other than note taking. However, even if a student used their laptop solely for note taking, I would still be
pulled into their screen and watch them type. The authors states that, "laptop distractions due to movement of images and laptop screen lighting
(Melerdiercks, 2005) and multitasking activities (Crook & Barrowcliff, 2001) may cause involuntary shifts of ... Show more content on Helpwriting.net
...
When a student uses a laptop in class, they don't consider checking their university assigned email a distraction. Also they don't consider doing
non–academic task on their laptop when the teacher goes off on a tangent a misuse of their laptop. Therefore, the authors are completely correct in their
results when they state that "Teachers are in a position to inform students about negative educational outcomes of laptop misuse, as well as to compare
and contrast their views with the views of their students. (Faria et al., 2013,

Asd In The Classroom
Autism Spectrum Disorder encompasses the titles of autistic disorder, Asperger's disorder, and Pervasive Developmental Disorder–Not Otherwise
Specified, and it is the general understanding that social reciprocity skills are the core underlying feature of the Autism Spectrum Disorders(ASD).
(White, 2006) Individuals who experience ASD have difficulty communicating with others, processing and integrating information from their
environment, establishing and sustaining social relationships with others, and participating in new environments. (Bellini, 2007) These issues would
understandably make the classroom environment difficult for a multitude of reasons, and their social limitations would arguably affect their learning
experience, as many school... Show more content on Helpwriting.net ...
Historically, students with disabilities have been excluded and even recent studies show that inclusive practices may not be the most productive, that
placement in inclusive settings is "not sufficient to encourage authentic social interaction between students with ASD and their typical
peers".(Owen–DeSchryver et al., 2008) Different strategies in inclusive classrooms have been moving towards facilitating social relationships and
interactions with elementary–aged students with ASD that encourage the argument for inclusion.( Owen–DeSchryver et al., 2008) Additionally,
research has shown that the field is shifting from adult directed assistance to peer–based instructional strategies including; training, peer tutoring and
peer networking–strategies which are all referred to as peer mediated intervention and focus on using typical classmates to improve the behaviors of
students with ASD and to motivate interaction that would otherwise not occur, all of which would not be possible in a classroom where all students
had ASD. (Owen–DeSchryver et al., 2008) Peer–to–peer support also allows the student with autism to function with increased autonomy in a manner
that more closely replicates that of a situation the is more real–life and useful for

1. After it was all said and done, the presentation was a success in the fact that a good sample of the technology was out to all. The slides appeared
to be in a good order that flowed well with the presentation. It was simple and straight forward, and it was in keeping with the technology that I was
presenting. Interesting and not so much boring. I like the video clip of the technology that I was presenting. It was a good length and clear audio that
was easily understood at the back of the class.
2. I could have prepped better. Possibly do a dry run in the empty classroom prior to the class to work on the layout and timing. Adjust the slides so
they are timed better. Adjust theslide size so they will be easier to look at from the student's perspective. It is important that the audiences focus is on the
presentation and not drifting to some other distraction.
3. I will focus on what my audience is experiencing. What may be boring or not interesting. Stuff that is just "filler "should not be included, such as
how to establish an account, or login, unless that is what the lesson is about. I have experienced lessons like that, and I do not wish any of my students
or audiences to experience that same thing. If possible, I may have someone sit a practice presentation, and gather the feedback from them on whether
the message came through.
4. What may be interesting and seem good to me, may not seem that way to others. What may sound logical and sensible

My experience was informational. I was able to see how my students are inside the classroom environment with my teacher how they are in art. I was
also able to observe another classroom and see how they differ from my class. All of these are completely different spaces where the children act
differently. Comparing these different environments provided a unique insight into how these children act differently depending on who is around.
Having been with these children a lot now, I have the ability to interact with them and get to know them individually. This helps in my classroom
assessments because I am able to differentiate between how children normally behave and what the normal classroom routine is like.
When the children were in my ... Show more content on Helpwriting.net ...
One thing that I don't like about my class, though, is that there are no rules posted. I know in the other class, there are rules posted so when a child
goes against the rules, they can refer back to the list. Since we don't have a list of rules, there is no consequences for misbehavior. There has been a
lot of issues with children touching others, like hitting or poking. We do have meetings about it but there are no consequences for the children so
there is no way for them to learn. In my class, I will definitely have a set of rules that we as a class come up with together on the first day. I will
make sure this list consists of the positive side instead of the negative side and have limits so children know what will happen if they break the rules.
Another takeaway I got was how important it is to have lessons based on their real life. In our social studies, we have lessons about places and
objects that they see in their everyday lives. We learn about the islands we are visiting so that we can apply this information when we visit. This makes
it more interesting for the children because it isn't just arbitrary information. When they recognize something we have learned about or know little bits
of information ahead of time, they get really excited. Having the children become excited about learning is something I want to instill in my students.
This excitement will carry them through their future educational

Classroom Discipline
Classroom Discipline: Teaching Stability, Order, Respect and the Value of Law. Effective discipline is a challenge for all educators. "The issue of
discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today" ("The
Discipline Dilemma: Problems and Promises."). Research suggests in order to maintain a well–disciplined classroom, teachers must establish rules and
expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. Effective discipline begins
with rules, enforced with logical and meaningful consequences. Desired behavior is encouraged and positively reinforced. Teachers who manage their
classroom... Show more content on Helpwriting.net ...
The mission statement should also be used to troubleshoot behavior, by asking students if their behavior agrees with the expectations in mission
statement. Give appropriate expectations so goals are attainable. When goals are reached, teachers should acknowledge the achievement and set
higher goals. Students should have individual and class goals. Students learn and mature in different ways, making individual goals just as important
as goals set for the class. Responsibility is a goal all teachers have for their students and as such a goal is reached, students should be given more
responsibility and independence. Teachers should use positive language to promote the behavior they want from students. Effective teachers
communicate in a way that promotes what is desired, rather than what is not desired. Rules and expectations should inform students what to do
instead of what not to do. Teachers should refrain from using words like "do not," "never," among others. Rules should be put in a format that states a
direction and an action. For example, "When getting in line, always line up in two lines with boys in one line and girls in another." Telling students
what not to do will leave students guessing what they are supposed to do. Teachers should speak using positive words, even when giving feedback on a
negative situation. Teachers should set the example of positive

Classroom Distractions
DISTRACTIONS IN THE CLASSROOM We are in the classroom everyday focusing in our education targeting to get good grade but we face lot
of classroom distractions .We students have different brain capacities, we think different ,we work different and we have contrasting opinion
.Because we are diverse in many thing there will be lot of classroom distractions .We can even imagine how it will be in a classroom of all diverse
students. Even in the best controlled classrooms, distractions will surely enter the classroom. The following are the main distractions in the classroom;
using cell phone, student talking and unusual distractions. The first main distractions in the classroom is using cell phone.Our generation is a
generation of technology.People always keep on talking about how good are we with technology.Almost every one in the US have cellphones or
electronic devices in a hand. We think we cannot live without cellphones, we think our earth will sink if you don't use cellphones.We are in school to
read and write. All of our teachers work hard every second to make us better and successful in our life.But we students are always busy with our
cellphones in the classroom; texting, tweeting, playing games and disturbing other student's concentration.A study has discovered that the average
person checks their device 85... Show more content on Helpwriting.net ...
I would like to suggest those students who always love to disturb the class to stay out of class if they want to be disruptive. According to the my
grandfather's saying, "Monkey don't love to build their house and don't allow others to build their house."We all knoweducation is the root to success
.To sum up, we students have experienced the distractions in the classroom. We all know the results of the distractions, so we all need to learn the
lesson.Let's make the classroom quiet and peaceful place to

Classroom And The Classroom : How And What The Children...
For a classroom shows how and what the children are learning. There is many concepts that go into a children 's classroom; like the room, the objects
and/or subjects, functions behind everything in the room. For Paley everything has a meaning that is in that room and it plays an important role for all
the children that come into that room. The classroom and the children have a hand–in–hand process to fill the room of experiences and progress to
learn more. Each teacher has a different view and goals for the classroom and the children in that classroom, then it can affect how the class learns
through the experiences that they have. According to Worth and Grollman (2003), "the content areas are separated to help teachers set goals and
guide children 's experiences, but in most cases, these areas will be integrated in classroom work" (p. 41) this is how I think on most classrooms
where the teacher has goals and guides the experience for understanding. The classroom is focused on what the children are focused on and what is
being learned throughout the year, not the focus of the teacher and what is focused on items or subjects that the children would not understand.
Malaguzzi's (1998) view of children wants the teachers to see the work in process not care about the start and finish outcome. Children have play
working on a project and care a little about the product that came out of the adventure. For each children the process of learning is like an adventure
where one

The Flippedped Classroom
I choose to the flipped classroom, first thought you think it's a classroom that has their class organization of furniture moved around, but that is not it
at all. After reading about the flipped classroom, I found that it is a great aspect to assist students that can't come to class daily. This sin my opinion
enables students to be able to not be fall behind in their studies, should they become ill for any unforeseen reason. But after reading the article I found
a great key to making sure the students are learning. By the teacher, Mr. Bergmann says, "students can't just watch the video and be done with it. He
checks their notes and requires each student comes to class with a question (Tucker, 2013)". For sure this was my "ahh", factor, students

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