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Running Head: STUDENT OBSERVATIONS 1

Student Observations

Deidra Marie Glaser

College of Southern Nevada


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Personal Reflection:

During my ten hours of student observations, in Ms. Taylor’s resource classroom at

Stanford Elementary School, I was able to get a better understanding of the different kinds of

activities and assignments students with different academic learning levels and special needs can

work on. I was also able to observe the work, and get a better understanding of the job of a

special education teacher. The resource room was located in a single room near the kindergarten

hallway, and was shared between two resource teachers. I worked with Ms.Taylor who taught a

mix of the grade levels, mostly 2nd and 5th graders, although, she did have one kindergarten

student as well. The student make up of the class was very diverse. Disabilities varied as well,

however, most seemed to be learning disabilities.

Every student seemed to be at a different pace. Unlike in the general education

classroom, where most the students are working on the same assignment, the resource room was

broken up into little groups, and each student was practically working on a separate assignment.

The two were similar in the way that there were specific tasks, or objects, that each group needed

to work on, or accomplish, by the end of the day, or week. All of the students seemed very

interested in completing their assignments. In addition, each student would need help on their

assignment from the teacher from time to time, and it seemed like everyone wanted or needed

Ms.Taylor’s attention all at once. Ms. Taylor seemed like she helped her class out a lot, and

expected equal success from all of her students. She was very friendly, caring, and empathetic

while teaching and talking to her students. She was also very positive using positive

reinforcements such as free-time, or the ability to play with a toy while working, but only for

when her students were on task, or completed things correctly.


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The first group that I got to observe was a reading group of about fifteen fifth graders.

The fifteen were broken up into three different stations which included, an independent study

group, a group with Ms.Taylor, and one group with the other teacher. While in the group with

Ms.Taylor, the students were defining what the main idea was within the section of a nonfiction

book about the Solar System. After reading the section out loud she would then ask the students

to identity the main idea in partners. Students would turn and talk to the neighbor and try to

define the main idea of the section in their own words, and then share the answers with the

group. The students were very respectful and cooperative during the lesson. They also seemed to

be having a good time.

The other independent group was working on their writing. Some were working on their

chromebooks which Ms.Taylor says helps them focus more on their work. Ms.Taylor had to deal

with one of the students getting off task. Although, students tend to get “off-topic” easily and

start discussing other matters, she did well in guiding the students by putting them back on track

with guiding questions pertaining to the topic of their assignment. She would also reiterate or

refer back to the classroom rules, or academic and behavioral expectations when students were

off task. She was also working on improving their patience and focus by keeping the atmosphere

upbeat but relaxed..

One of my observation days was the last day before spring break, and all of the students

were rambunctious and excited for vacation. There were even fun movies being played in the

general education classrooms. Ms. Taylor explained to me, as she was preparing the reading tests

she was about to administer to the students, that sometimes you have to make adjustments to

lessons and activities; and how she has to work around what the general education classroom has
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planned. For example, today, she decided to move back the lesson she had originally planned

until after spring break. Because of the fun movie being played, she was going to send the

students back to their classrooms during that period, instead. So for her replacement assignment,

she was going to give the students a quick reading test. She said, “it would be very unfortunate if

students had to miss a fun movie day just to come sit in her class and do work, while everyone

else is relaxing.” There are also times when Career Day, or Health Day for the fifth graders,

come up and different things need to be moved around as well.

After coming in for a couple days over a period of time it was interesting and insightful

to see the students grow and improve academically. My observations hours were done during

March, so the students had been in this school year for seven months. The students always

seemed very respectful and eager to learn. They would also come into class each morning and

get right to work. The students seemed to have a good understanding of the procedure and rules

of the classroom at this point.

After completing my observation hours I understand a little more now about the job of a

special education teacher, and the job of a teacher in general. It takes enormous amounts of

patience, understanding, and the mental skill of dividing one's attention. Ms.Taylor worked with

the same group of fifteen students in all subjects throughout the day. She was very sweet and

friendly, and you could tell she had a lot of patience. You could also tell that she a had real

passion for teaching because she wanted her students to do well, learn as much as they could,

and succeed. I really enjoyed being able to do my student observation hours with her.

Furthermore, I took notes, and learned many helpful tips and strategies to use in my future

classroom.
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Assignment 5 / Teacher Interview Q & A

1. What was the primary reason you became a teacher?

a. Teaching actually was not Ms.Taylor’s first career choice, however once she got

started she fell in love with the profession and the kids.

2. What are the main challenges you face as a teacher?

a. Time management, and “teacher guilt”. Ms. Taylor explains this as having so

many things she wants to do and have to do for her students, but occasionally, not

having the time or ability to do it all makes her feel bad sometimes.

3. What is the best part of being a teacher?

a. “Being able to really see the impact and being a part of their lives academically

and personally.”

4. How do you determine where students sit in the class?

a. “Either through behavioral or academic purposes.” She has different areas set up

for different work stations or periods, such as individualized, group work, teacher

group area, and a computer work area.

5. How do you determine the members of any flexible group?

a. Depending on the student ability and academic level. For example, she has a

group working on phonics and another working on comprehension. She likes to

pair students together who she knows will help each other succeed.

6. Beyond standardized testing, what assessments do you use regularly?


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a. Ms. Taylor says she uses a lot of different assessment methods, and says it mostly

depends on the student. However, the main two that she is using at the moment is

the D.R.A, or Diagnostic Reading Assessment, and the Core Phonics Assessment.

7. What requirements are placed on you for reporting progress to parents?

a. By law, she must report students progress quarterly, and based off of the IEP

goals of the student.

8. How often do you interact with a student’s parents in person, and what type of

discussions do you typically have?

a. In person, about once a year, however sometimes things are case-by-case basis.

Some students parents she is in contact with on a weekly basis. She also

sometimes has to contact parents regarding major concerns either academically or

behaviorally.

9. How much grading do you complete on a daily/weekly basis?

a. Ms. Taylor as the resource room teacher is not required to post or submit actual

grades. She does have to keep track and monitor the students daily and weekly

progress, and give direct feedback constantly.

10. How long does it take to prepare lessons for the day/week?

a. “Hours…” During lesson planning she says it helps to know where you want the

kids to be and move back from there, and use IEP benchmarks as guides.

11. What procedures or strategies do you use to maximize instructional time?

a. Handy materials, or “community tools” which Ms.Taylor called them; which was

pencils, paper, glue, scissors, etc. Having these items available when ever she
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needs help decrease time being scattered and looking for some. A good schedule

and timers also help. Ms. Taylor also explains that having high expectations for

the students to follow the classroom rules is also important, however she advises

to be wary and always flexible. Things change everyday.

12. What positive reinforcement programs have you had success with, and what behavioral

consequences seem most effective with this age group?

a. Things are very individualized. While working with the student’s she works with

she realised that sometimes the “general umbrella” way of doing things does not

work. However, she has found that positive reinforcement and individualized

attention definitely promote positive behaviors and success. She also likes to use

manipulative reinforcements like rewarding different kinds of toys for completing

assignments or objectives. When it comes to behavioral consequences, she says

the threat of calling home usually does the trick.

13. How are specialist teachers involved in the instructional planning process?

a. Specialists are involved, however they are only involved to the extent that they

are needed, it all depends on the specific student’s needs. There is a Speech

Therapist and Occupational Therapist that students can see. Ms. Taylor likes to

incorporate the objective between the different therapists in her classroom and

learning objectives for the students.

14. How often are you evaluated, and what measurement tool is used by the administration

for determining your teaching performance?


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a. Ms.Taylor is evaluated annually. She has been teaching for five years, so she has

two complete observations by her administrator a year. Measurement are based

upon the school standards and on the N.E.P.F., or Nevada Educator Performance

Framework.

15. What consequences are there if your evaluation is not favorable?

a. Depends on the severity of the evaluation, if unsatisfactory, a teacher could

possibly be moved into a different position, and they may also need to take

additional classes, and get help from a different teacher to help improve

performance.

16. What types of support do you receive instructionally, financially, or professionally from

the school, parent organization or school district to enhance instruction?

a. Well, she says that the admin controls most of the financial and instructional stuff,

however she knows that the funds are used for professional development and

additional resources within the school, such as meeting days and being able to get

a National Board Certification. Ms. Taylor is actually working on getting her

certification right now through the program, and informed me, that only two

elementary schools at the moment are doing this for their teachers. She adds, that

the union or C.C.A helps with all three issues including financial, professional,

and instructional development, and parental organizations usually help out a lot

with field trips.

17. What surprised you most about teaching as a profession?


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a. “That this is actually a very challenging profession.” Ms. Taylor explained how

sometime society can portray the teaching position as simple or easy, but it is not.

It is a lot of work and she didn't expect that.

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