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Week 2

Week 2 of the teacher's observations and lessons are summarized as follows: 1. The teacher applied various classroom management strategies they learned in college, such as praising positive behaviors, establishing clear rules, and using non-verbal cues like eye contact and facial expressions to correct negative behaviors. 2. The teacher implemented differentiation activities to support students of different levels, providing manipulatives and modeling for lower levels, drawings for mid levels, and independent strategies for higher levels. 3. Feedback from peers and the master teacher was gathered, with suggestions to incorporate more learning styles like kinesthetics, assign group leaders to improve efficiency, and provide clearer instructions for activities.

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85 views

Week 2

Week 2 of the teacher's observations and lessons are summarized as follows: 1. The teacher applied various classroom management strategies they learned in college, such as praising positive behaviors, establishing clear rules, and using non-verbal cues like eye contact and facial expressions to correct negative behaviors. 2. The teacher implemented differentiation activities to support students of different levels, providing manipulatives and modeling for lower levels, drawings for mid levels, and independent strategies for higher levels. 3. Feedback from peers and the master teacher was gathered, with suggestions to incorporate more learning styles like kinesthetics, assign group leaders to improve efficiency, and provide clearer instructions for activities.

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Week 2

Day 1(16th of October 2016)


Use various behavioral management strategies
Words fail to describe how I was excited to teach my lovely students. During my observation, I
noticed that MST doesnt used different strategies to manage the classroom. So, I planned to
apply what I learned in the college in the classroom. Firstly, I used various ways to praise the
students who did excellent behavior such as listening carefully to the teacher, being quite, and
helping their friends for instance, smile to them, gave them verbal feedbacks including saying
excellent and great. Moreover, gave them stickers. Also, I encouraged the students who
struggle to do positive behavior. Praising students for positive behavior or great work are
effective way to tell the students that they are valued and appreciate their efforts. Also, this
strategy made all students avoid and change the negative behavior to positive because they
want to get praising. According to Skinner who believed that teachers could teach and change
the negative behavior to positive. Moreover, he mentioned that teachers have to reward the
students for positive behavior. Therefore, students will repeat this behavior because they will
link it with the consequence. Furthermore, the other strategy for managing the classroom was
establishing rules for students. I tell the students my rules and what I expected from them and
before I start each lesson I remind them about the rules. When some students broke the rule
and did negative behavior such as talking with each other while am teaching , ignoring the
lesson, I used eye contact and sometimes stopped taking for a while, this gave students a sign
that they did something wrong and they have to stop to do it. Furthermore, I used different
signs such as happy and sad face, when some students did bad behavior I raised the sad face,
this made these students looked around the class, said to each other: oh we made our teacher
sad .Also, noticed what other students did. Then, they realized that they did something wrong. I
think using signs more effective than shouting and being angry because the students will copy
this negative behavior. Moreover, they will correct their behavior quickly if we use signs and
eye contact. According to Bundoran who mentioned that the best way for children to build
their knowledge is copying, imitating and observing each other and that exactly happened
when the students did negative behavior, they looked around the class and copied their friend's
behavior then they changed their bad behavior to good. "People can learn new information and
behaviors by watching other people. Known as observational learning (or modeling), this type
of learning can be used to explain a wide variety of behaviors" (Cherry).
Day 2(17th of October 2016)
Applying differentiation in the classroom
It was the second week in this school; no words could describe how I was enthusiastic to teach
students. I love that because I will practice my role in the future beforehand which will
contribute to give important strategies and background about teaching. I applied differentiation
activities during teaching, even though it was a new technique for the student to practice, it
was a productive method to support students in learning. To do that, I rearrange the student in
the different group according to their level. Then I apply what I learned from the college about
differentiation activities. Firstly, I designed various activities that meet individual needs
according to their level such as low, medium and high and all of the activities are achieved the
same learning outcomes. For example, in solving math problem lesson, a student will address

the problems by using the beans, the question will be easier for them, and it will be some
helpful tools for them such as, draw the number of the groups for them and present the first
group the way. For instance, the question is Ali has 6 group of 5 toy cars. How many toy cars
does he have in all? So, I will draw 6 groups and on the first group I will draw 5 toy
cars. Providing low-level students the manipulative object and model examples for them will
facilitate them in understand the concept because they cant construct their understanding
unless they use concrete objects or get guidance from the teacher "Using manipulatives is
especially useful for teaching low achievers and students with learning disabilities" (Marsh and
Cooke & OConnell, 2011). On the other hand, for the medium level Student will solve the
problems by using the drawing.Because they are medium students, there are some helpful
tools for them such as, draw the number of the groups for them. For example, the question is
Ali has 6 group of 5 toy cars. How many toy cars does he have in all? So, I will draw 6 groups;
then students will use drawing to represent in other groups as well as finding the answer.
Finally, Student will solve the problems by using their strategy.Because they are high students,
the helping tools will be removed. For example, the question is Ali has 6 group of 5 toy
cars. How many toy cars does he have in all? .So, students will use their own strategy for
instance, they will draw 6 groups and in each group they will put 5 cars. Applying
differentiation makes the classroom flexible and smooth environment and students were more
engaged and excited to do the activities. Furthermore, differentiated promote student learning
and enable them to construct and incorporate new knowledge and skills.
Day 3(18th of October 2016)
Comment from my peer
In this particular day, I asked my counterpart to come to my class and gives me feedbacks. The
lesson was English "short a sound." The experience was perfect, and I did the powerful
technique to help students to understand the lesson well such as a song with them, designed
fabulous activities and integrate various learning styles for students such as visual and auditory.
I believed that incorporate learning style while teaching is the key to promoting students
learning when I did that student were excited and engaged. Also, visual learners have to chance
to learn because they see the pictures for the vocabulary words. For the auditory learners, they
have an opportunity to listen to the song while the teacher sing. My peer liked this way, but she
argued that you have to support other learners as well such as kinesthetic learners and allow
them to move their hand and walk around. I agreed with her because I have to meet each
students learning style. As a consequence, I will incorporate moving activates such as moving a
hand, walking around and clapping hands during the classroom. Furthermore, my peer argued
about wasting time during distributing activates because she saw that some students were
waiting more time to get the resource. I agreed with her comment and next time I will assign
for each group a leader because these students will get the resources quickly. Also, the leader
will be responsible for her member who will contribute to boosting her confidence.
Day 4(19th of October 2016)
Comment from my MST.
In this particular day, I asked my MST to come and observe me while teaching. I thought a
math lesson" solve math problems." I started the lesson by telling students a story and
integrate the math problem within the story while telling students the story I will use TPR,
engage students by asking them questions, acting with me and ask them to solve the

problems. Students liked that, and it plays a critical role in arousing student's interest as a
result, they will gain various vocabulary words and understand better. My MST loved this
idea and she mentioned it was a powerful way to support students to learn, and I will use
your way in teaching, her comments boost my confidence and motivate me to do more
efficient techniques. Furthermore, I used a hand on activities, and it was a fabulous strategy
to help a student to learn and understand better. Students were engaged and motivated
while doing the activities and I assess them by asking each student oral questions.
Moreover, I correct their mistakes. My MST loved that, but she argued that hand on
activities cost more money and it leads to waste time, and I think that worksheet is better
than a hand on activities. I dont agree with her and replied, hand on activates provide a
fabulous way for students to understand concepts in developmentally appropriate hands -on
way rather than a worksheet did ."Hand on activates bring a lot of different perspective to a
lesson that pen and paper may not be able to teach a student" (Johnson, 2015). Also, hand
on activates are better than worksheets because you can use them consistently and they
are high quality. Before giving students the activities I gave them instruction then I asked
them to start, students faced problem to understand the activities. My MST told me you
have to keep the instruction simple and clear. As a consequence, next time I will provide
simple and straightforward instruction as well as modeling for them the activities
and monitor them while doing the activity. It was a lovely day, I learned useful ideas and
productive knowledge for teaching, and I am enthusiastic for the next week.

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