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Classroom Management and Instruction

Classroom Management and Instruction

Deziree Ortiz

UED 480A

Dr. Jennifer Flanagan

April 17, 2023

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Classroom Management and Instruction
Her main concern for classroom management is establishing and maintaining

relationships with students. This also goes hand in hand with their home life. She connects with

parents/guardians early in the year and keeps up to date with what’s going on through the parents

and her students. Another main concern for classroom management is expectations which are

clearly given at the beginning of the year and expressed throughout daily when needed. Ms.

Hood is consistent in her teaching and discipline styles. Students know the daily routines of the

classroom and her class runs like clockwork. There is also a schedule of the day listed on the

front board. When she says, “time to transition,” the students know exactly what to do and do it.

Using reminders and cues: transitions are mentioned before switching gears into another subject

or project. Ms. Hood always instructs students at least three times on what they’re doing and

what to do after finished. When a new subject is being introduced, the objectives are clearly

given based on SOL standards.

Approach to instruction/teaching style: Demonstrator/Coach style.

Ms. Hood’s instructional strategies are that of what some would consider the traditional

classroom. She does mostly lecture when presenting a new subject while using didactic

questioning to ensure comprehension. This also usually goes hand in hand with having students

complete graphic organizers on the subject to be used as a study guide. Students are either

completing worksheets or working on their laptops. There’s never really any moment where

students are out of their seat unless they’re working on a poster together for science or any other

subject that she teaches. Recently for science, the students worked in groups of four to create

anchor charts for different topics like the lithosphere, hydrosphere, atmosphere, etc. Students

worked quietly together to make their projects and worked together well. While most classwork

is done independently, projects are typically done together in groups or as a team. During the
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Classroom Management and Instruction
first week of observation, students were working on sounds waves and who different vibrations

produce different sounds. She gave students nearly a month to create their own instruments and

at the end of the day for an entire week, three to four students presented to the class their

projects. Graphic organizers.

During observations, I notice there is a lack of diversity in Ms. Hood’s teaching

strategies. Class and pair group discussions. Most work is done on their laptops though. They use

Redbird for math and Achieve 3000 for English. Computer-based instruction.

Her approach to instruction is as a faciliatory or coach. She believes in presenting material in

ways they understand it and that suit the needs of every kind of learner. Teaching goes beyond

just the objective. Kids need to understand the objective and go further by applying it to real life

scenarios otherwise kids just dump it, and it becomes useless and obsolete. Kids need to meet her

halfway and take responsibly/accountability for their learning as well. She wants to empower

students, so she preaches to her students to take responsibility in everything they do inside and

outside of the classroom.

Teacher: Ms. Ortiz Date: April 25, 2023

Title of Lesson: Patterns In and Out Cooperating Teacher: Ms. Hood

Functions

Core Components
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Classroom Management and Instruction
Subject, Content Area, or Topic

Math/ Algebra

Student Population

26 students; 2 with 504s

Learning Objectives

SOL 5.18 – Students will use problem solving, mathematic reasoning, and connections to
identify, describe, express, and extend number patterns found in picture and tables.
Virginia Essential Knowledge and Skills

TSW identify, create, describe, and extend patterns using concrete materials, number lines,
tables, or pictures.

TSW solve practical problems that involve identifying, describing, and extending single-
operation input and output rules
Materials/Resources
Vcast, Google slides, index cards, spiderman bucket, flyswatter (2x), Poster with post-its,
anchor chart, Independent Practice worksheet, & post its with random names of Marvel
characters.

Time
(min.) Process Components
10 *Anticipatory Set
mins  TTW have problems written on an index card.
 TTW ask each student to come up and pick a problem from a hat and go
back to their seat to answer the question. Once every student has
answered the question on their card, the teacher will explain that on the
anchor chart are post-its with their specific answer on them.
 TSW have a few minutes to figure out their answer and then retrieve the
right answer off the anchor chart.
 TSW be called up in groups so as not to cause any disruptions or
distractions.
2 *State the Objectives (grade-level terms)
mins Tell students that they will be learning to identify and solve extending number
patterns by using problem-solving skills.

10 *Instructional Input or Procedure

mins Go over the answers to the anticipatory set.

TTW say:
 “Over the past week or so, you all have been learning about In and Out
boxes and table functions.”
 Today we will be not only reviewing that, but we will be learning how to
find a missing number in a problem by finding the rule and applying it in
a problem to solve that missing number.”
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Classroom Management and Instruction
10 *Modeling
mins  TTW show a problem on the VCast:
o Example: 6, 12, 24, ?, 48, 96
 TTW describe that based on the numbers going up, the problem is
either multiplication or addition. TTW tell the students that they have to
find the 4th term in the sequence.
 TTW ask students about the to look at the first two numbers and ask
what two rules could be shown.
o TSW say that it is either: n*2 or n+6
 TTW then ask for the students to look at the 2nd and 3rd numbers and
raise their hand when they think they have the answer.
o The TSW determine that n*2 would be the answer.
 TTW show another problem on the VCast:
o Example: 30, ?, 20, 15, 10
 TTW walk around the room as students work on the problem.

5 *Check for Understanding

mins  TSW work on the problem and work silently until everyone has tried the
problem.
 TTW ask: “Which term are we trying to solve?”
 TSW reply it is the 2nd term.
 TTW call on a student to give their answer. If it is right, they will be
asked to go up to the screen and show how they got their answer.

10 *Guided Practice
mins  “Now we’ll try it together” TTW split the room into two teams. Two
random students will have post-its with the same Marvel characters on
it. When called, they will both come up to the anchor chart and face off
for the ‘swat the fly’ activity.
 TTW hand them each a fly swatter. On the board will written a few
different patterns on it in random spots. Ex: nx2, n+50, n-10…
 TTW use the Vcast board to slowly reveal the sequence. The first
student to slap the correct answer wins a point for their team.

10 *Independent Practice
mins  Students will write down a sequence of three to five numbers. The rules
must be solvable. For example, a student might write down: 6, 12, 18,
__ fill in the 4th term or another could be 15, 10, 5, 0 what would be the
rule?
 TTW walk around and ensure student’s problems are written correctly.
 TSW, after getting approval from the teacher, crumble up their papers
into “snowballs” and throw them into a spiderman bucket the teacher will
provide.

5 Assessment
mins  TSW complete the Independent Practice worksheet tonight for
homework and will be graded the next day.
 Their Independent Practice will be used as the assessment tool for the
Curriculum and Assessment paper.
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Classroom Management and Instruction
5 *Closure
mins  TTW throw a random snowball to each of the students. The students will
write down their name at the top of the paper.
 TSW will have 5 minutes to solve their problem and once done, place
them back into the spiderman bucket.

Differentiation Strategies (enrichment, accommodations, remediation, or by

learning style).
Students who need additional support on the independent activity will work at the kidney
table with the teacher. Those who previously struggled with subtraction and division will
be sitting with the teacher to ensure comprehension.
Classroom Management Issues (optional)
Students will be reminded of group expectations to be respectful, responsible, and safe.
Students will also be reminded to use their indoor voice level.
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Classroom Management and Instruction

Teacher: Ms. Ortiz Date: April 27, 2023

Title of Lesson: Lava, Lava Everywhere Cooperating Teacher: Ms. Hood

Core Components
Subject, Content Area, or Topic

Reading
Student Population

26 students; 2 with 504s

Learning Objectives

SOL 5.5 The student will read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry.
d) Identify theme(s).
e) Explain the resolution of conflict(s).
j) Draw conclusions and make inferences with support from the text.
Virginia Essential Knowledge and Skills

 TSW identify the events in sequence that lead to resolution of the conflict.
 TSW identify main idea or theme.
 TSW summarize supporting details from text.
 TSW draw conclusions/make inferences from text.

Materials/Resources
Vcast, Google slides, YouTube video of “Lava” Pixar short, “Lava Theme” Worksheet, Lava
Plot graphic organizer, Making Inferences worksheet, Kahoots game, paper, & pencil.

Time
(min.) Process Components
10 *Anticipatory Set
mins  TTW play a short Pixar video called, “Lava”
 TTW tell students to pay attention to the setting, characters, plot, theme,
and other literary devices while watching the video.
 TSW get out a piece of paper and jot down important things they see
while watching the video.
2 *State the Objectives (grade-level terms)
mins Tell students that they will be learning to identify theme, explain resolution of
conflicts, and draw conclusions by making inferences with support from the text.

10 *Instructional Input or Procedure

mins
TTW say: “For Science, you all have been learning about tectonic plates and
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Classroom Management and Instruction
how some of them form volcanos. We’re going to be exploring that a bit while
also focusing on theme, conflict & resolution, and drawing inferences from text
and stories.”
10 *Modeling
mins  TTW show the plot volcano for the story “Lava” on the VCast. The parts
of the volcano are labeled with exposition, rising action, climax, falling
action, and resolution.
 TTW describe what each of the five story elements mean and they can
jot it down on their graphic organizer if need be.
 TTW ask students about each one by calling on a student who raises
their hand. As a class, we will fill in their graphic organizer together.
 TTW write down the information on the Google slide so every student
can see and write down the information together.
 TSW be told to explain how they come up with their answers by making
inferences.

5 *Check for Understanding

mins  TTW ask students how characters and setting might affect the theme of
a story.
 TTW ask students about how they make inferences.
 TSW say things like, “we use the words in a story as evidence.”
 TTW states that we should make inferences during and after reading
something. Inferences is not a prediction. Instead, inferencing means we
use text evidence and our background knowledge in or to infer and
author’s meaning.

15 *Guided Practice
mins  TSW will be given the Lava Theme worksheet.
 Students may work alone or with a desk partner to complete the
worksheet while the teacher walks around and checks on students’
progress.
 TSW make inferences in order to answer the questions on their sheets.
10 *Independent Practice
mins  TSW participate in a Kahoots game. The questions are:
1. When the problem of the story is solved, and the story ends it’s called:
2. Inference requires which of the following?
3. True or False: Conflict comes after the Climax of a story.
4. True or False: The action of a story is called the plot.
5. The conflict is the overall main _____ of the story.
6. The theme of "Lava" is _____.
15 Assessment
mins  TTW ask a student to pass out the Ring of Fire worksheet to read
silently. Students should highlight what they feel is an important
message the author is trying to get readers to understand.
 TSW work diligently to complete their assessment on the back of the
worksheet that ask about what the theme/author’s intent was & give at
least two sentences that act as evidence of their answers.
 Those who are already known to have a hard time with reading
comprehension will join the teacher at the kidney table.
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Classroom Management and Instruction
 TSW be told to remain quiet after their work is done and to read quietly
at their desk until everyone is done.

5 *Closure
mins  When students are done with their assessment, they will place their
worksheet face down on the teacher’s desk up front.
 As previously stated, students will read quietly, or they can work on any
work they previously had not finished.
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
Students who need additional support will work at the kidney table with the teacher.
Students who need additional help with understanding inference will sit at the kidney
table for help with the teacher.
Classroom Management Issues (optional)
Students will be reminded to keep their voice level down while working in pairs.

Reflection:

My first lesson plan was a math lesson for numbering patterns. I felt very confident in my

lesson plan and felt I covered a variety of different ways students learn. Students were finally

out of their seat and excited to learn and work together as a class to prove they can do a great

job. I was highly impressed with how quickly the students worked to complete their work and the

enthusiasm they showed. For example, when the ‘Swat the Fly’ activity was explained, even the

shy students were fired up to play. I was blown away with how the students, regardless of who

went up there, pumped up their other classmates that seemed reluctant. At one point, a student

was called up and slowly went up as if he were nervous. One of the students started to chant

his name which made the nervous student smile, and he quickened his pace as the rest of the

class took up the chant. I activated the top tier of Bloom’s taxonomy by having students create

their own math problem and completed the lesson by having them do a “snowball fight” and

exchanging their math problem, solving their new problem, and then turning it in as an exit

ticket.

The assessment didn’t quite go the way I had planned though. I noticed that students

were still a bit fired up after the fly swatter activity and did not listen to instructions when it came
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Classroom Management and Instruction
to what paper to use for their made-up math problem. Some wrote messily, some wrote on a

tiny piece of paper, but thankfully mostly everyone wrote down a problem legibly. I think where it

went wrong was the transitioning between the kinetic activity to one that was written and to be

done independently. I am realizing with every lesson I do that I must work on transitions,

especially after doing a heavily active activity. I need a way to bring their focus back on me and

to calm them down. This lesson plan helped me to realize that patience really is needed as a

teacher. I had a fantastic group of students but even the most well-behaved child can still not

behave in a way befitting the situation. That sad, I was so blessed to see the comraderies they

showed one another during the group activities.

The second lesson plan was inter-disciplinary and involved both reading and science. I

felt I had to combine two of my favorite subjects together because my cooperating teacher was

just instructing students on the three different faults, and I saw that students were still struggling

a little on which was which. I started my lesson with a Pixar short called, “Lava.” After watching

the video, I asked students a series of questions about the literary devices of the film. While we

were explaining the setting, rising action, etc.., students were instructed to complete their

graphic organizer. I also asked students questions that required inferencing such as, “what do

you think ‘lava’ represents in the film?” This helped me to segue into inferencing and what that

means. Once that was defined, students were given the Lava Plot worksheet to fill out in pairs.

Students worked on the worksheet for about ten minutes before Ms. Hood called the lesson to a

close because another teacher was coming in to do her lesson to help prep students for SOL

testing. Unfortunately, I was prematurely ended before I even reached my independent practice

activity. Ironically, my next activity would have been a Kahoots game and the teacher who took

over after had also created a Kahoots game. From the little I was able to do for my lesson plan,

I thought I did a good try at attempting an interdisciplinary lesson. I have no idea if what I was

able to teach helped students since I couldn’t get to the assessment and closure portion of my

lesson plan. I know that as a teacher, we need to learn to adapt and overcome and although I
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was upset that I wasn’t able to finish my lesson, The students were still engaged, and I was able

to view a lot of the students’ worksheets as they were filling them out.