Field Experience 4 - Delaney Dillard

Clay Middle School - March 1, 2024

Description of Critical Incident

Choose an incident that is complex and likely to draw you into an exploration of ideas, beliefs, and dispositions you have learned about in your teacher
education classes.

During my observation on March 1, 2024, a critical incident unfolded in Ms. Shrieve’s 8th-grade Pre-Algebra class, sparking a reflection on classroom
management strategies and student engagement. Ms. Shrieve’s students were working on their ALEKS tasks. As they completed the “check” - a form of
assessment - that she had assigned them, she instructed them to close their chromebooks. I noticed the body language and behavior of the last students
with their chromebooks changed drastically as they looked around and realized they were among the last ones finishing up.

Feelings

CONCERNED INTRIGUED REFLECTIVE

Thoughts

In this section, describe your initial thoughts and opinions in relation to the description and feelings you provided in Sections A and B

In reflecting on the incident, I recognized the importance of balancing efficiency with inclusivity in classroom procedures. While the practice of closing
chromebooks may streamline transitions and minimize distractions, it also has the potential to unintentionally single out students who require additional
time to complete tasks. This raises questions about the equity and inclusivity of classroom practices and prompts consideration of alternative approaches
to managing technology use in the classroom.

Make Connections to Your Thinking

1. What went well? What didn’t go so well? What do I want to do the same/differently next time?
 1. What went well?
a. Ms. Shrieve effectively utilized immediate feedback strategies during the lesson, providing guidance and support to students as they
worked through mathematical concepts.
b. The use of manipulatives and interactive activities facilitated student engagement and understanding, contributing to a positive
learning environment.
2. What didn’t go so well?
a. The practice of instructing students to close their chromebooks after completing tasks raised concerns about inclusivity and equity,
particularly for students who might need some extra time to complete assignments.
b. This approach may inadvertently create feelings of pressure or anxiety among students who feel rushed to finish tasks, potentially
impacting their learning experiences negatively.
3. What do I want to do the same/differently next time?
a. In my own classroom, I may explore alternative strategies for managing technology use in the classroom that promote inclusivity and
respect for all students, such as allowing students to manage their own pace of work or providing alternative tasks for students who
finish early.
b. I also want to continue incorporating high leverage practices such as immediate feedback and interactive activities to enhance student
engagement and understanding in mathematics.

2. Make at least one connection to personal experience, other texts you’ve read, and/or what you know about schools.

Drawing from personal experience, I recall instances where classroom procedures inadvertently marginalized students who required additional time to
complete tasks. In my own teaching practice, I have encountered situations where certain students felt pressured to rush through assignments due to time
constraints set by classroom routines. This experiences resonates with the critical incident observed in Ms. Shrieve’s Pre-Algebra class, where instructing
students to close their chromebooks after completing tasks potentially singled out students who needed more time to process information or complete
assignments. This connection highlights the importance of implementing inclusive classroom practices that accommodate diverse learning needs and
promote equity among all students. It underscores the significance of creating learning environments where all students feel valued and supported,
regardless of their pace or learning style. Additionally, this connection underscores the importance of ongoing reflection and adaptation of instructional
practices to ensure that they align with the principles of equity and inclusivity in education.

3. Expand on five High Leverage Practices or more you chose to use in your write up by telling which one, how you used it and what your thinking was in
choosing this for your student/students.

1. Immediate Feedback: Ms. Shrieve provided immediate feedback to students during the lesson, offering guidance and support to address
 misconceptions and promote understanding.
2. Using Manipulatives: The use of manipulatives facilitated student engagement and understanding of mathematical concepts, providing concrete
representations to support learning.
3. Classroom Environment: The classroom environment, with math-related visuals and resources, contributed to a focused and supportive
learning atmosphere conducive to student learning and participation.
4. Task DesignL: Ms. Shrieve carefully designed tasks, such as graphing on a number line and sphere practice, to promote active student
participation and understanding of mathematical concepts.
5. Transition Management: While the practice of instructing students to close their chromebooks raised concerns, it exemplifies the importance of
considering the impact of classroom procedures on student experiences and exploring alternative approaches to technology use in the classroom.

4. Professional Next Steps

1. How did the classroom environment impact student learning?

a. The classroom environment in Ms. Shrieve’s Pre-Algebra class played a significant role in shaping student learning experiences. The use
of manipulatives, interactive activities, and visible math-related visuals created a dynamic and engaging atmosphere conducive to
learning. These elements facilitated active student participation and understanding of mathematical concepts, enhancing overall
comprehension and retention. Additionally, the structured routines and procedures, such as immediate feedback and task design,
contributed to a focused and supportive learning environment. By providing clear expectations and resources, the classroom
environment positively impacted student learning outcomes by promoting organization, engagement, and participation.
2. Do kids like being in the classroom?
a. The students in Ms. Shrieve’s Pre-Algebra class appeared to enjoy being in the classroom, as evidenced by their active participation and
engagement in learning activities. The use of interactive instructional strategies, such as manipulatives and whiteboard activities, likely
contributed to their enjoyment by providing varied and stimulating learning experiences. Moreover, the supportive and inclusive
atmosphere cultivated by Ms. Shrieve fostered a sense of belonging and comfort among students, further enhancing their overall
experience in the classroom. Through her intentional efforts to create a positive learning environment, Ms. Shrieve successfully
cultivated a space where students not only learned but also thrived.
3. Does the teacher/you have fun with kids and is she peaceful in how she interacts with kids?
a. In Ms. Shrieve’s Pre-Algebra class, the teacher demonstrated a positive and peaceful demeanor in interactions with students, creating a
welcoming and supportive classroom environment. The use of humor, encouragement, and opportunities for student input fostered
positive teacher-student relationships built on mutual respect and collaboration. Moreover, the teacher’s ability to maintain a sense of
calm and composure, even in challenging situations, contributed to a harmonious classroom environment conducive to learning.
Overall, the teacher’s interactions with students exemplified the qualities of an effective educator who prioritizes student well-being and
 fosters a positive learning environment through peaceful and respectful interactions.

Raw Notes:
03/01/24
9-9:30 - Q&A with Irene and Mya
9:30-10 - Erin Boyce
- Late in period, all just doing work
10-11 - Shrieve - 8th Grade Pre-Algebra
- Review day
- Faces, vertices, edges, cross-sections, volume
- whiteboard/write on desk activity
- Hold up shape: name, edges, faces, vertices
- Cold calls students for each category
- Giving “hints” (this side is 12 and this side is 12 [hint for square])
RESOURCE: desks that can be written on with dry erase markers
- Using manipulatives!
- Shapes will be around classroom during test - students can use them as needed
- HLP: immediate feedback
- “Good, good. We’re getting closer to the answer.”
ENVIRONMENT: “math words” along back wall
“Okay, switching gears …”
- Task: Graph x >= 3 on a number line
- Walks around while students work, observing and gently correcting, putting checkmarks on correct boards/desks, circles
problem areas, students raise their hands when finished
“Let’s put our lids on our markers.”
- Homework review
- Explaining point values
- Self-grading
- Explaining how to use pi (a lot of confusion around difference in answers)
- ALEKS: Sphere practice
- Check: 2 questions, 5 minutes (assessment)
- “When you’re done, close your chromebook.”
- Not sure how I feel about this? Singles out the students who take longer. (alternative: leave it out and on the
completed page)
- Pass out worksheet
- “You are turning to the back”