Observation Paper

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Observation Reflection
Paper

Tyler Smith
Intro to Teaching
4/26/07

Tyler Smith I

My passage to becoming a teacher started this spring semester when I started to take the class, Introduction to Teaching with Mrs. Eastman. Before taking the class, I was not sure if! really wanted to enter the teaching profession. I was inquisitive about the opportunities that I could pursue with the profession, but decided to take the class with the best intentions to succeed and get my foot in the door into the teaching career.

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Throughout our class lectures and discussions, I recall Mrs. Eastman accenting the fact that teachers need to be flexiblein their schedule and need to conforrtto the changes that are associated with the career. Upon hearing this, I didn't accept this fact she was giving me and never associated the term, "teacher" and "flexible" together. Nevertheless, after my five observations this semester in the classroom, I understand why you need to be flexible in the ~

teaching profession. Every class T observed this semester, was dissimilar from each other. Some classes harbored students who comprehended the material better, were ethnically di verse, special education, motivated and lazy students. Each time I observed, there were particular occasions that I had anticipated to occur and other instances that I--wn:S astounded

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I found it intriguing, to see how the teacher responded when something in the classroom did not go as planned and then observe them trying to not let it affect their teaching plan for the day. ~ After my observations, I am self-assured and avid that I want to become a teacher and will a good one at that. As a teacher, I believe you need to set the tone of the classroom and let them know that mak~

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1~~ you are in control. The medium or atmosphere of the classroom needs to be acceptin;;and eager to learn. All of the classes that I had observed, had great classroom atmospheres. By saying

Tyler Smith 2 "great classroom atmospheres", I mean that all the students were attentive to the teacher, eager to learn, askin{questions and that no one person in the class was omitte'd from the class discussion or the learning of that particular day. Being the "student observer", I was curious to how the student would act towardlme and treat me in their class. Infrequently, I caught a couple gawks during instruction that day from prying students. For the most part, I was very embraced in their classrooms, as they frequently asked me questions about their school work or of me in general. I remember my first observations, I was very tens~ upon entering the classroom, after that day I v

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always felt comfortable in the classroom.
During my observations, I never saw the teacher leave any students out of the lecture f)Jt((/ that ,they taught to their students that day. I was very impressed to see that no students ever ge1: neglected, but instead .

questions'ib'the teacher to help further their learning. I observed a coupl~ood examples these i1l8tane~ where the teacher involved the students.

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~tncorporated into the learning plan for that day and got a chance to atf\

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For my second observation, I went to Manchester Elementary and observed Margie Miller's 3rd grade class. When I entered the room, Mrs. Miller was reading a short story to them. When she finished, they started doing their daily mathematics activities. While the class was doing their daily math problems, one "table" would come up to Mrs. Miller's desk and they would go over their reading assignment from the night before. There were about 4-5 tables with . about 5

~Ch table. At that time, they were reading the book, "James and the Giant M .
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Peachk§Ee would ask each student questions over what they had read the night before and she (9~

involved every student. I remember listening in and being surprised at how many of the students were eager to answer the...
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