Classroom Management In Classroom Evaluation

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Through the execution of a detached open-ended qualitative design an evaluation of a first year special education teacher was conducted. The purpose of the evaluation was to gain insight to daily lessons and routines in which students encounter on a daily basis. An environmental evaluation was carried out, thereby illuminating effective and ineffective elements incorporated into the learning atmosphere. An analysis of classroom management techniques was the key focus of the evaluation. It is imperative teachers establish and maintain effective classroom management as it aids in on task behaviors, enhances student engagement, promotes positive social behaviors, and maximizes instructional time. Proficient use of personnel as well as student …show more content…
Initial findings of the external environment revealed well-organized and clean surroundings. Upon entering the classroom my initial findings found the classroom environment to be inviting and student friendly. Several students were working at their individual desks, which were placed in a circular formation in the middle of the classroom. The remaining five students were working at a kidney shaped table located in the back of the classroom. The teacher was providing direct instruction to the students who were working at their individual desks. The direct instruction was centered upon phonemic awareness, as letter and letter sound identification was the primary focus. The instructional assistant was providing individualized instruction, which appeared to be modified to meet the needs of the students. Modifications included the following: larger print, isolated letter presentation, and letter manipulatives. Standards and objectives were presented in written format on the whiteboard located in the front of the …show more content…
She also incorporated gestural and physical prompting to ensure students remained engaged and on task. The implementation of positive reinforcement was evident through the use of verbal praise and stickers for individual sticker charts. Most students remained on task during the observation, thus requiring redirection strategies for only two students. More importantly, the teacher and instructional assistance used clear one-step directions combined with well-defined verbal praise. It is imperative for the teacher to use well-defined verbal praise as it provides instant feedback for desired behavioral outcomes. Student knowledge of behavioral expectations was evident during the observation, as students anticipated the obtainment of a

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