ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record

your observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>

8:50 – 9:00 – students enter class

9:00 am – 9:50 = small groups (usually prior day’s assignments) (Gifted Students leave during
this time)
9:55 – 10:45 =Specials (PE, Library, Music, Art, PE – follows A, B, C, D, E schedule)
10:50 – 11:50 = Reading/Writing
11:55 – 12:30 = Recess//Lunch
12:35 – 1:50 = Math
1:50 – 2:25 = Acceleration// Science (Acceleration students often come during this time)
2:25 – 3:10 = Social Studies//Health
3:10 – End of Class

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>

Most learning occurs in whole instruction, then is broken up into small groups. Pairs only
occurs if students have finished one assignment and can help assist other classmates who may
need help.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>

Very engaging in terms of teaching. Teacher interacts with students, pushes them to strive to
find the answer and encourages them to find ways to overcome a supposed ‘wrong’ answer. A
mix of instructional and collaborative style. Does use a workbook to for teaching certain
materials, but students get to work to find the answer rather than individual; rather, it is only
after most students understand a concept that they are able to work by themselves.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>

Depending on the subject, there are some instances of sensory modalities. Mostly boils down to
handwriting as much as possible – only using the computer for a few particular lessons at best
– and lots of arts and crafts (mostly during the holiday season).

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain. >>>

Most students are invested and engaged. However, whenever it is a complex subject or their
minds are focused elsewhere (ex: holidays, vacation, or rain – mostly rain), they require more
emphasis on ‘relearning’ the concept. Other than that, most students do well to be engaged.
Since this is 4th grade, most students will eventually struggle to retain focus regardless.
Instruction Question 6: Explain the use of culturally relevant materials, teaching strategies, class décor,
etc. that meet the needs of today’s culturally diverse student population. >>>

On one particular day, students were tasked with reading a short story, and answer a question
by not only answering the question but cite where in the text they got their answer from. In this
particular story, a family in New Orleans are faced with the threat of being evicted. The main
character is worried and is concerned about how he can help his mother – who was laid off-
help pay for rent and continue to stay home. This hits a lot of various aspects: it is implied that
the family in question are African Americans, and that they are faced with an unforeseen event.
Luckily, the story is resolved when the family throws a ‘rent-party’ and collect enough funds to
pay for their rent. The inclusion of diverse characters who work through and overcome a
realistic challenge (i.e., financial struggles) was very heart-warming. Also, there is lots of décor
within the class that promotes a growth mindset, and of course typical heartwarming
motivations/affirmations.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

Time is managed efficiently. Minus 1 or 2 minutes, the teacher does a fantastic job at keeping
track. The only occurrence in which time was not managed efficiently was when it was projected
to rain. Having entered to observe the students who were coming back from recess, most
teachers in the hallway were struggling to manage students. It was not until near the end of
class that the answer came to fruition: students were excited that it would rain and having come
back from lunch, they were excited to leave to go see the rain. More so they were antsy because
they came back from lunch and were being taught a math lesson – which had been taught prior-
and needed additional support for reteaching the concept.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period
to another, and are these transitions efficient? >>>

The teacher usually sets an alarm in order to transition into the next part of the lesson.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>

Like most teachers, attention grabbers are used to refocus students’ attention. Most commonly
used in class when students get to loud is reciting a particular phrase and expecting an answer
back (ex: ‘1,2’ – “eyes on you’). This usually resets the student’s attention, but when it does not
work the teacher refers to the Class Dojo points. Almost instantly students return to their
expected behaviors.

Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does
the teacher deal with these behavior issues? Be specific. >>>

Since this is a 4th grade class, the biggest challenges are students being very loud/jumpy and
off-task behaviors.

Instruction Question 11: Are there any policies or procedures in place that help or hinder instructional
time? If so, explain them and how they help or hinder use of instructional time. >>>
 One rule that helps the class is that students are expected to take care of the classroom.
However, even though they may take care of the class itself by putting pencils borrowed away
or returning the books they read in class, that does not mean they do not take care of their
personal belongings. Personal utensils, jackets, papers, and so forth often are laid out
everywhere. Since students may require cleaning up, especially when it is time to clean up to
leave, it takes away the last 5 minutes that could be potentially used to teach.

Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give
examples. >>>

The best philosophical teaching orientation that could be used to escribe the teacher would be
constructivism and a dash of essentialism. The inclusion of growth mindset throughout all the
décor and small incorporations in each lesson is best shown as hallmarking’s for this
philosophical orientation.

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed. What preparations
in advance were need for teaching the lesson? >>>

One particular lesson aforementioned earlier required several materials: the first was that
students utilized prior knowledge of what the story was about. The main components of this
lesson required the following: the SMART Board to display a writing space where the teacher
would provide an example of what they were looking for, myBook (workbook for students) that
has the story + workspace for students to write their answers, and lastly pencil/eraser.

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>>

Teacher: Utilizes the SMART Board tv to display videos, writing spaces, and slideshows of the
day’s lesson.
Students: Soley a Chromebook, however only used for very specific assignments (example: a
report on animals made with Google Slides). The teacher prefers students to learn things the
‘old fashioned way’ via pencil and paper and only when students show mastery they may use
technology – this helps prevents off task behaviors and misuse of technology.