Teaching procedures Essay
1. Observation and DescriptionDescribe the overall observed teaching situation, including visual aids, classroom décor, seating arrangement, and any additional criteria necessary to present the learning environment.All students are gathered in one place and are seated on the floor, with the teacher in front of them introducing the group activity to be done. The teacher presents different name tags and interacts with the students through those visuals.
As she presents the different name tags, teacher-student interaction takes place.Describe the observed teacher’s delivery of rules and procedures for productive student participation in class activities.In order to create productive participation in the class activity, the teacher asked the students to identify the different roles of the different names presented. Instead of plainly saying what a leader or writer’s roles are, she let the students identify them.
As the students identify the proper roles, the teacher adds up some key points in the form of questions. She clarifies other roles of each member of the group, and makes sure that the students affirm those.2. Analysis, Exploration, and ReasoningDescribe the purpose of the observed instruction as it relates to establishing rules for productive participation.
The purpose of the observed instruction is to let the students think and analyze. When the teacher asks something, students understand that their teacher needs and answer. The students think and analyze in order to give the response the teacher needs. It is evident that when students actively participate, they understand the activity or lesson more.
Analyze the observed level of student engagement with instruction.The level of student engagement is high because the effective teacher-student communication was present. The important key points that the teacher wants to embody to the students were clearly established and the students listened attentively to the teacher.
Explain how you might establish ground rules for productive student participation.The basic rule needed to be established in order to create productive student participation would be emphasis on active listening. When students are active listeners that is, they do not simply hear what the teacher is saying but they analyze it, students are interested in the topic and eventually, they participate.3.
Connections to Other Effective Teaching PracticesConnect the level of observed student participation to the effectiveness of the teacher’s direct instruction regarding classroom rules and procedures.The observed level of student participation is highly dependent on the effectiveness of the teacher’s direct instruction regarding classroom rules and procedures. High level of participation was established because the teacher was able to give out the instructions very well with the help of the visual aids (name tags).4.
EvaluationExplain a possible connection between lesson plan preparation and the observed instruction.Most probably, the teacher has prepared the lesson plan very well because she was able to give a clear manner of instruction to the students and was able to create a productive participation between them.Provide evidence of the observed teacher’s professionalism in the delivery (e.g., presentation, appropriate language, tone, interpersonal skills).
An evidence of the teacher’s professionalism in delivery would be her appropriate presentation. She clearly knew how to make the students interestedly engaged in the activity with the use of the visuals. Her manner of presenting the visuals to the students proved that she was very professional in extracting ideas from them.
Connect the observed teacher’s professional behaviors to their impact on the learning environment.The teacher’s professional behavior created a healthy learning environment. The students participate actively, and thus, it was highly probable that the activity was successful and fruitful. All the rules and ideas embodied in the activity were clear to the students.
Therefore, the learning environment, in connection to the teacher’s professional behavior indeed became a great facilitator of learning.Explain the thinking process you went through to make this explanation.In order to arrive at such explanation, I did not only settle in what was shown in the video. I evaluated how the teacher’s professionalism and students’ responses would affect the learning environment. Moreover, I analyzed the effectiveness of the visuals used in creating active participation among students.
With those in mind, I arrived with such explanation.OutlineI. Direct Instruction (Teacher directing the learning activities with the class as a whole group)1. Goals for classroom behavior a. To make students active listeners b. To teach students the values of respect and responsibility2. Rule 1: All students must listen to the teacher whenever he or she says something to the class.
a. Consequence: Any student who will not follow such rule would have to stay at the end of the class and discuss with the teacher all concerns. b. Reinforcement: The student would be given a note that they need to present to his/her parents and have it signed.II. Cooperative Work (Students independently working in pairs or small groups)1. Goals for classroom behavior a. To develop creativity and resourcefulness of the students b.
To develop camaraderie and team work2. Rule 1: Students will work as a group and accomplish all tasks and activities together. a. Consequence: Any student who will not follow such rule would have to stay at the end of the class and discuss with the teacher all concerns. b.
Reinforcement: The student would need talk to his/her group mates and apologize if needed.III. Assignments (Students working alone)1. Goals for classroom behavior a.
To allow each student to apply the lessons learned in class b. To support lessons discussed and facilitate further learning2. Rule 1: All students must do their assignments given by the teacher and submit them on time a. Consequence: The student would have to provide the teacher an explanation why he/she was not able to do the assignment on time. b. Reinforcement: Such student would have to give a note that he/she would do all upcoming assignments and pass them on time. This note should also be noted by his/her parent or guardian.
First and foremost, when reinforcing students to behave according to what is expected of them in class, the teacher should always address the individual directly. The teacher, being the authority in the class and at the same time the second-mother of the children in school, should always take the initiative of asking the concerned student. It is through this way that the teacher and the student can easily solve the problem. If the teacher would immediately approach the student, he or she can fully realize whatever wrong he or she did. Eventually, since the teacher was vigilant enough in taking the corrective action, the student might change that attitude in a faster pace because he or she already knows that such manner is wrong and inappropriate.However, it is important for the teacher not to talk to the student in an unprofessional manner. The teacher should always remember the appropriate manner of instruction so that the student would find her authoritative but friendly.
It is very important that every student realizes that they need to follow the teacher because it is for their own good, and not because their teacher is frightening.In addition, the teacher must be open-minded about the different factors that might influence the student’s behavior. Each individual is unique. Therefore, each student he or she handles has different personalities. He or she must take into consideration the personality and external environment of the student before arriving at any decision.Finally, the teacher must never compare one student from the other.
Not only that every student has different character, every student has a mind of his or her own. The teacher must make them realize that they need to act according to what is expected from them because it is the proper conduct in class, and not because the particular student should be like the other who is very good in everything.With regard to reinforcing classroom rules and behaviors in groups of students, the teacher should also approach the problem immediately. This is the basic and one of the most effective reinforcements of behavioral expectations. It is apt that the students are being reminded from time to time so that the good behaviors are instilled in their minds.Moreover, the teacher must provide the group of students some insights about camaraderie and friendship. He or she must remind the group that the goal of dividing the class into groups is to develop camaraderie and friendship, and not cause division in the class or in the group itself.Third, the teacher should also explain that it is in group activities that students are expected to be more creative and resourceful.
Therefore, academic competency and behavioral expectations are higher. Not only that the teacher expects them to behave well in class, but he or she also expects the group to develop cooperation. Finally, in order for the whole class to fully understand the purpose of all the values embodied by group activities, the teacher should reinforce behavioral expectations by highlighting the significance of commonalities among them. The teacher should empower every group that its commonalities should overcome every member’s differences. This is the essence of academic behaviors.
Once the similarities overcome the differences, all the expectations – student competency, and values mentioned – camaraderie, friendship and cooperation will be attained.