I want to apologize for not posting in a while. Things have been very busy. I make sure to write all my observations and reflections on paper first and then I type them up. So, this is from a couple weeks ago.
NOTE: The italicized entries are the notemaking portion of the observation. These are my reflections on what I observed.
10:21 am – As the students enter the room, Dr. C reminds them of the rules and asks the assigned helpers not to pass out the workbooks. She explains that they will be doing an activity in class today. She had a student from the previous class waiting to speak to her.
10:23 – Dr. C asks for the extra credit work she had assigned. The assignment was to find something in a magazine or newspaper that had a percentage on it. They receive an extra 5 points on their test if they did this. Student E does not have her extra credit. Most of the other students do have their extra credit.
I wonder if she did not do the assignment because it required reading in English. Although, I doubt Dr. C specified that the advertisement had to be from an English language magazine. From what her teacher has told Mrs. M, Student E has been having some trouble in her math class. It would be in her best interest to do any extra credit offered.
10:25 – Dr. C has a student move from a table in the very front to another desk. She needs the table for papers. She has another student move around the room to collect the extra credit.
I am assuming that the student sitting at the very front table was there because he has been acting up in class or not paying attention. The table is directly in front of the board and right next to Dr. C’s stool. This is a very good way to keep the student focused and attentive. It is a fitting punishment for being disruptive in class or not being attentive. Also, it makes sure that the student does not lose instruction time by being sent to the office or detention.
10:26 – Dr. C asks, “What do you know about percentages? Describe a percent …” No one, including Student E, attempts an answer.
10:28 - Dr. C puts an amount on the board: $27.99. She asks the class how to find the amount with 25% off. A student attempts an answer saying that you would subtract. Dr. C writes the student’s name and answer on the board.
I like that she gives visual examples.
10:29 – Another student agrees with subtracting. Dr. C writes this student’s name and answer on the board as well. Then, Dr. C calls on a student who has their head down. The student stumbles on their words then decides to agree with the first two students. Dr. C writes this on the board.
Dr. C seems to have created a classroom environment where she encourages the students to take risks and they feel comfortable enough to take a risk and attempt to answer even though they have not yet learned about percents.
10:30 – Dr. C asks the class what $27.99 would be if we took away the dollar sign. The whole class answers that it would be a decimal. Student E participates in answering with the class.
10:30-10:32 – Dr. C repeats the earlier question of how to find 25% of 27.99 and gives several students a chance to answer.
10:32 – Dr. C: “I didn’t expect you all to know this. Why?” The class answers: “because this is our first time doing it.” Dr. C: “I haven’t taught you this yet, but does it hurt to try?” The class answers: “No.”
I really like that she encourages her students to try things even if they aren’t sure how to do it or have never been taught how to do something. A lot of learning has to do with trying something new, making a mistake, and correcting that mistake. Going through that process really helps new skills and information to ‘stick’ with you.
10:33 – Dr. C passes out index cards and explains that all the guesses she has put on the board were wrong, but that is ok because she hasn’t taught them about percentages yet.
I really like that she continues to let them know that it is ok to make mistakes, especially if you have never been taught something. This is a nice confidence builder.
10:34 – Dr. C writes on the screen: “To take a percentage off, change the percent to a decimal value, multiply the decimal value by the regular price, take that amount and subtract it from the regular price.” She makes sure to say all this aloud while she is writing it on the screen. She also makes sure to say ‘comma’ when there needs to be on in the sentence. She asks the students to copy this down on their index cards. All the students, including Student E, copy down the instructions.
I like that she reads aloud what she is writing. I am sure this helps Student E to understand the instructions, as well as helping all the students pay attention to what they are writing. As an English teacher, I am so happy that she pays attention to grammar and punctuation and makes a point to use correct grammar and punctuation when she writes on the board. I also like that she is using the note cards. I love using note cards as checks for understanding. I think having the students write the directions down on a separate note card will help them remember.
10:37 – Dr. C has the students put their note cards aside so that they may finish the activity for the day. She explains that she will show them all the steps a bit later.
10:38 – Dr. C holds up a bottle of water and asks what percentage of water she would have if the bottle was full. The students answer, 100%! Student E is participating.
I like that she uses visual aids. I also like that she encourages the entire class to participate. I definitely believe these activities help Student E. She really participates and comes out of her shell when she is able to be vocal and listen. It seems her major issues are with reading and individual work. This is probably partly due to lack of confidence with her reading and writing skills. She is not testing proficient at reading and writing, but she is testing proficient at speaking and listening.
10:39 – Dr. C: If I drink half, what do I have? Students: 50%! Student E participates.
10:40 – Dr. C uses the percentage of materials used to make shirts as an example scenario for the students. The students try to look at their own tags. Dr. C is very upbeat and playful with the students. She jokes with them.
Dr. C creates a happy atmosphere for the students. They seem comfortable and eager to participate. Still, she is strict about her behavioral rules.
10:41 - She pairs up the students and has them look at the tags on each other’s shirts to find out what they are made of. As the students call out the percentage of materials, Dr. C writes them down on the board. She calls on several pairs to call out their percentages. She has paired girls with girls and boys with boys.
I like that she has the students moving around, even if it is just to stand up and look at each other’s tags. They still move and do not get restless sitting in their desks.
10:44 – Dr. C has Student E and another students look at each other’s tags. Student E blushes and smiles. She speaks softly when she calls out the percentages on her partner’s tag, but she does participate.
I do not think her timidity has to do with her language skills here. I believe she is just a bit shy naturally. Also, she is considered new still because most of these students have been together in classes since kindergarten.
10:45 – Dr. C explains that they are now going to do an activity. She tells the students that they will work in groups. She moves some students around and forms the groups then she passes out an envelope to each group. (The envelopes jingle.) She reminds the students that they can do work from the textbook or workbook if they are not going to stay quiet and pay attention.
It is very smart of her to choose the groups herself instead of letting the students choose their own groups. Especially at this age, they will only choose to work with their friends because they want to socialize. She also does a very good job of reminding the students how they are expected to behave. She doesn’t seem to lose her temper and I believe she is consistent so the students know she is serious.
10:48 – As the students move, some trip over bags. Dr. C: “If ya’ll would have hung these backpacks up when you entered the class, they wouldn’t be all over the place.” The students hang up their bags.
10:49 – Dr. C: “In your envelope you should have 100 pennies. First, I want you to count your pennies to make sure there are 100.” Dr. C moves around the room reminding the students that they can’t be over or under. A few students give her extra pennies and a few ask for 1 or 2 more.
I like that she moves around the room a lot. She puts herself in the class. This definitely helps her to catch those who are not on task.
10:50 - A student tells her they need more pennies. Dr. C corrects his grammar. She tells the students they have 2 more minutes to check their pennies.
I love that she corrects grammar. As an English teacher, I know how important it is for students to hear good grammar and use good grammar in all subject areas as well as outside of school. This helps students internalize good grammar.
10:52 – Dr. C: “If you have 100 pennies, how much do you have?” Students: “$1.”
I would consider this a way of linking previous knowledge to the new information they are about to learn. Wonderful!
10:53 – Dr. C asks the students to put their pennies in groups of 10. Student E participates and seems comfortable with her group. Dr. C gives the class 2 minutes to do this; she times them.
I like that she gives time limits. This keeps the students on task and limits the amount of time that is wasted.
10:54 – Dr. C stops walking around the room to help a group. She announces 1 minute left.
10:55 – some groups raise their hands to say they are done. One group realizes they miscounted in the beginning and need two more pennies. Dr. C brings them their pennies.
10:56 – Dr. C: “How many groups of 10 did you make?” Students: “10!” Dr. C: “If I say give me 1 group of 10, what percentage do I take?” Students: “10%!”
I really think being able to see the amounts in physical form, i.e. pennies, really helps the students understand. This is great. They are really engaged as well because they are working with money, something they ask their parents for all the time.
10:57 – Dr. C: “Now, put your pennies into groups of 25.” She gives them 2 minutes.
10:58 - She creates a bit of competition by pointing out the fast group who is almost done. She also walks around and banters with the students.
A little healthy competition is good.
10:59 – Dr. C: “How many groups of 25 do you have?” Students: “4!” Dr. C: “What percentage is 1 group of 25?” Students: “25%”
This is just great. Now the students can see that 1/4th of a dollar is 25%. They have already gone over fractions, so this is connecting previous knowledge with new knowledge. Very well done.
She gives the students 30 seconds to put the pennies into two groups of 50. She walks around a bit. Then, she asks how many groups they have and what percentage one group is. The students answer correctly.
11:00 – Dr. C announces they will start another activity. She passes out a worksheet with a graph on one side and questions on the other. She asks the students to write their names on the paper. All group members’ names should be on the paper. She asks them to turn to the side with the graph. Then, she asks the students to put their pennies in groups by the year on the penny. Once that is done they must put the pennies on the graph in the appropriate place. They have about 15 minutes to do this.
This is an interesting way to group the pennies. This also shows the students that numbers are everywhere and math is not just good for money.
11:01 – Dr. C explains to the students that they should put the pennies in groups on their desks first, then put them on the graph. She walks around monitoring the class and speaking with groups. The students are active and engaged. Student E is fully participating with her group. Student E and the boy in their group are looking at the pennies and calling out the years. Then, they hand the pennies to the other girl in the group and she puts them in groups by year.
Student E seems to be comfortable with numbers. This is what makes me think she has more trouble with word problems and directions. This has to be the reason she is not doing very well in this class.
Other groups divide the task and work more quietly, but most are excitedly talking and working together.
I like that there is commotion. The students are still on task, but they are excited and communicating with each other. This is great for all students, especially an ELL student. This is a great opportunity to practice speaking and listening. Also, since they are working with money, there is a great real world connection. There is a purpose.
11:08 – Dr. C: “Everybody! Stop for a second and look up here.” She looks at a specific group: “You better stop talking or you will do it wrong. Most of you are separating by 1900s and 2000s, but you still have to separate by individual years and put them in order.” She writes years on the board as examples.
She is very honest and stern, but she still shows that she cares. She does not want them to do it wrong and they know this.
11:09 – The students get back to work and Dr. C continues to monitor and walk around the room. I can hear students deciding different ways to organize their pennies. Student: “Or, or we could work backwards.”
This is evidence that the students are really thinking about the activity.
11:10 – Student E is preoccupied with an itch on her elbow. She is distracting her group members with this issue. Dr. C stands by the group quietly until they get back on task.
She does not even have to say anything to the group. They see her and her stern look, then they get back to work.
11:11 – back on task.
11:12 - Student E’s hand goes up. They are having trouble seeing the year on one of the pennies. She won’t let the boy try. Dr. C comes by. The boy tries to read the year – he was very insistent that he could – but he cannot see it either. Dr. C changes out the penny for them.
11:14 – A couple groups have to start over. They did not pay attention earlier.
11:15 – Some of the students are seeing who has found the earliest penny. Student E’s group has a 1955 and another group has a penny from the 1920s.
It is great that they are so excited about this.
11:16 – The groups are back on task, but Student E is messing with her elbow again.
11:17 – Another teacher brings Dr. C some paperwork and inquires what the groups are doing. She makes a joke that she is older than one of the pennies. Some students ask me if I am older than the penny. I say no. They try to guess my age. Student E guesses correctly. I tell them to get back on task. They turn their attention back to the pennies.
I do hate that it is so hard to observe and not affect the observation. I think I did pretty well keeping them on task and removing myself from the situation.
11:20 – Dr. C moves around to check each groups work so far.
11:21 – Dr. C allows a student to go to the bathroom.
I am glad she allows students to use the restroom. I feel like they can not concentrate if they need to use the bathroom. I know that some students will go to the bathroom just to leave class, but it is easy to spot those after a while. Also, the bathroom is not far down the hall, so Dr. C has a good idea of how long they should take and is able to look down the hall to check if she needs to.
11:22 – Dr. C: “Once your pennies are in order on your paper, I will tell you what to do next.”
I think giving the instructions in parts is helpful. This makes sure that the students work at about the same pace and do not get confused or jump ahead and make careless mistakes. This also makes sure that the students do not fall behind.
11:23 – A student from the previous class comes in to get a folder she left in her desk. The students keep working. The only student to stop working is the one that must get up from the desk so that the folder is accessible.
I believe this is a sign that the students are very interested in the activity.
11:24 – One group has finished. Dr. C tells them to take each penny off the paper one at a time and write the year of the penny in the square they have taken it from. Dr. C: “Use pencil in case you mess up and have to erase.” Dr. C goes to help another group.
11:25 – Dr. C: “Ok guys, listen up. We’re going to stop right here. Put your pennies in the envelope. Write your names on the envelope. That way on Monday you will get your same envelope.”
She is very careful and clear about all her directions. This should minimize mistakes and confusion.
11:26 – Dr. C: “I’m going to take up your cards. On Monday you will get them back.”
She apparently has more she wants them to do with the cards. Either she has more she wants them to add or she wants them to have the cards for reference. Probably both. Taking up the cards ensures that everyone will have their card in class on Monday. It is very easy for students to lose things.
11:28 – The students move the desks back into order and Dr. C calls a row at a time for the students to bring up their stuff and leave the class. She gives everyone hand sanitizer and explains that the pennies come from all over and may be dirty. All the students line up in the hall.
This is a good health lesson.
11:30 – I thanked Dr. C and left.
No comments:
Post a Comment