Middle school observation

 Introduction:

I recently had the chance to observe two energetic 4th-grade classrooms: one focused on Math and the other on Literacy. Both classes provided unique insights into how students engage with essential skills in these core subjects.

Class #1:

In the Math class, students were working on mastering multiplication and division, using visual aids and manipulatives like number lines and counters. The teacher guided them through various strategies, encouraging students to explain their thought process and helping them see connections between numbers and real-world applications.

Class #2:

The Literacy class focused on reading comprehension, where students read short passages and worked on identifying key details and themes. The teacher facilitated group discussions, prompting students to make inferences and connect the text to their own experiences, building both comprehension and critical thinking skills.

Biggest Takeaway:

Both classrooms used active learning strategies that encouraged students to engage with the material, ask questions, and discuss their thinking. Whether through math problem-solving or reading analysis, it was clear that creating opportunities for students to interact with content helps deepen their understanding and keeps them invested in their learning.

3.1 Elementary Observations

 Introduction

The past two weeks in my intro to education class we have been observing elementary classes. This is a great way for students to get "experience" while still in high school, as well as exploring different fields of education. 

Observation #1

In the first class, students were practicing letter sounds and blending them to form simple words, using interactive activities and flashcards. The teacher used songs and chants to help students remember sounds, creating an energetic and fun learning environment. 

Observation #2

The second class worked on segmenting and blending words, breaking down sounds and combining them to read simple words. The teacher guided the students through hands-on activities like word sorting and matching games, making the lesson feel engaging and interactive.

Biggest Takeaway

Both classrooms emphasized phonics as the key to building strong literacy skills, using interactive activities that kept students engaged. Whether it was blending sounds or segmenting words, it was clear that making phonics fun and hands-on is essential for young learners to develop confidence in reading.

2.2 Jr. High Observations

 Introduction

The past two weeks in my intro to education class we have been observing Jr high classes. This is a great way for students to get "experience" while still in high school, as well as exploring different fields of education. 

Observations #1-Mrs. Brown

In the Algebra I class, students actively worked through systems of equations, discussing different solving methods like substitution and elimination. The teacher encouraged critical thinking by asking students to explain their reasoning and apply the math to real-life scenarios, making the lessons feel relevant and engaging.

Observation #2-Mrs.Vines

In the 8th Grade Science class, students worked through a worksheet that focused on heat transfer, applying what they had learned about conduction and convection. The teacher guided the class through each section, prompting students to make connections between the concepts and their everyday experiences.

Biggest Takeaway 

Both classrooms shared a focus on active student engagement, where learners were not just passive recipients of information but active participants in their learning. Whether through math or science, encouraging students to think critically and explore concepts on their own makes a lasting impact on their education.

Mini-teach 2

Intro:
The second lesson, focused on dominant and recessive traits, was a great opportunity to introduce 6th graders to more specific genetic concepts. Here's a reflection on how this lesson went, what I learned, and how I would improve it in the future.

Lesson Plan Overview:
For this lesson, students filled out a chart of their traits and circled whether each one was dominant or recessive. This activity was designed to help them understand how traits are inherited based on dominant and recessive alleles.

What Went Right/Well:
The chart activity worked well in reinforcing the idea of dominant and recessive traits. By actively identifying and labeling their own traits, students were able to see how genetics works on a personal level, which made the concept more tangible.

Needed Changes:
Some students were unsure about how to determine which traits were dominant and which were recessive, which caused confusion. I realized that I needed to clarify this earlier in the lesson and give more examples to help them make the distinction more clearly.

Conclusion:
The lesson introduced key concepts in genetics but could benefit from more structured guidance to ensure students grasp the dominant-recessive relationship. I plan to adjust the pacing and clarify definitions to make this topic more accessible for my students in future lessons.

Mini-teach 1

 Intro:

Teaching 6th graders about genetically passed down traits was a fascinating experience. This reflection focuses on how the lesson went, highlighting what worked well and where I could make improvements.

Lesson Plan Overview:
In this lesson, students filled out a chart of their own traits, such as eye color and hair texture, and compared them with a partner's traits. They then discussed which traits were the same or different, helping them understand the concept of inherited traits.

What Went Right/Well:
The chart activity was engaging and allowed students to connect the lesson to their own lives. Comparing traits with a partner made the lesson interactive and encouraged collaborative learning, as students noticed similarities and differences they hadn’t considered before.

Needed Changes:
While the activity was fun, some students had difficulty identifying and categorizing their traits, which led to confusion about what was being compared. Next time, I would provide clearer instructions and more examples to help guide them through the process.

Conclusion:
Overall, the lesson was successful in making genetics feel personal and relatable. Moving forward, I would refine the activity to ensure students understand how to properly identify and categorize their traits before comparing them.

4.2 Observations 4-6

 Intro:

During my observation of a 6th-grade science class, I saw how effective hands-on and interactive learning can be for younger students. It was a reminder that teaching isn’t just about presenting information, but about fostering curiosity and excitement for learning.

Whole Class: Favorite 1 - Interactive Learning Stations
The class rotated through stations, engaging in activities like using toy cars to demonstrate gravity. This hands-on approach made abstract scientific concepts more relatable and allowed students to learn by doing.

Whole Class: Favorite 2 - Real-World Connections
The teacher made the lesson relevant by connecting science topics to real-world examples, like explaining roller coaster physics. This approach captured the students’ attention and helped them see how science is connected to their everyday lives.

Focus on the Teacher: Favorite Method 1 - Positive Reinforcement
The teacher used positive reinforcement to encourage participation, praising even incomplete answers to build confidence. This created an environment where students felt comfortable taking risks and engaging with the material.

Focus on the Teacher: Favorite Method 2 - Storytelling
By incorporating storytelling into lessons, the teacher made scientific concepts more engaging and memorable. The historical context of simple machines added depth to the lesson and helped students relate to the material.

Overall: Impact on Your Career in Teaching
This observation solidified my passion for teaching, showing me the power of making learning interactive, relatable, and supportive. It also inspired me to incorporate real-world examples and positive reinforcement into my future classroom.

Conclusion:
The 6th-grade science class left me excited about teaching and motivated to create a classroom where curiosity and collaboration thrive. I’m eager to bring these teaching methods into my own career and inspire students to think critically and creatively.

4.1 Observations 1-3

 Intro:

As a high school senior, I had the opportunity to observe a 6th-grade science class, and it was eye-opening to see how younger students engage with science. This experience offered valuable insights into teaching methods I hope to adopt in my own future classroom.

Whole Class: Favorite 1 - Hands-On Activities
The students were deeply engaged in building simple machines using everyday objects, which made the lesson interactive and fun. It was clear that hands-on learning sparked their curiosity and helped them better understand scientific concepts.

Whole Class: Favorite 2 - Group Work and Collaboration
The teacher encouraged teamwork, allowing the students to share ideas and collaborate on solving problems. Watching them work together showed me how important collaboration is for developing critical thinking skills.

Focus on the Teacher: Favorite Method 1 - Socratic Questioning
The teacher used Socratic questioning to encourage critical thinking, prompting students to think deeply about the material. This method allowed students to actively participate and draw their own conclusions, rather than just memorizing facts.

Focus on the Teacher: Favorite Method 2 - Visual Aids and Technology
Integrating animated videos into the lesson helped students visualize complex concepts like simple machines. The use of technology made abstract ideas more accessible and kept the class engaged.

Overall: Impact on Your Career in Teaching
This observation confirmed my desire to become a teacher, showing me the impact of a creative and interactive classroom. I now see how important it is to foster curiosity and encourage hands-on, collaborative learning.

Conclusion:
The experience of observing the 6th-grade science class inspired me to pursue teaching with a focus on active, student-centered learning. I’m excited to incorporate these methods into my future classroom and create an environment where students are eager to explore science.