Winchell Elementary School is located in the Kalamazoo school district. Michelle Jones has been a first grade teachers at Winchell for four years and has been teaching for a total of 24 years. I was able to shadow her for a whole day and observe how she operates her classroom. Throughout the day I able to reflect on many of the practices that she had in place. Ms. Jones teaches a classroom full of 26 first graders. She first told me about her three behavioral practices in the classroom that kept the students in line and acting respectfully. The first practice was a color chart with different faces. A green face represented very good, a yellow face represented normal, a blue face represented not pleased and a red face represented very bad.
…show more content…
Jones took a workshop class in order for her students to be able to participate in an art program. The students learned about art from a leader who came into the classroom and earlier in the school year they went to see a play. Today the leader came into the classroom to discuss the play with the students and had them draw a picture from the play to give to the actor. Each student was given a black piece of paper to draw a picture on and they had to fill the picture up with as much detail as they could. Ms. Jones had introduced the practice of “touch the page, close your eyes and say out loud what you are thinking”. This is a brainstorming tool that helped the students think about what they wanted to do next. That way they will be less likely to mess up their drawing and ask for a new paper and they will have a better grasp on what they want to draw. After they did their brainstorming, they first had to draw out what they wanted on their paper with a pencil and then they were able to color it in. They continued to work on their drawings until it was snack …show more content…
Ms. Jones taught the class how to do booklet #2 and on their own they had to do booklet #3. For each fact family there were 3 numbers and the numbers all had a relationship together. Ms. Jones taught me that 8+9=17 should be said as “8 plus 9 is the same as 17” and that when I say “8 plus 9 equals 17” it can be confusing. The class went over number/place values for the ones spot and tens spot. Then as a whole class the students discussed the number 9, what they knew about this number and how it related to life. Some examples were: it’s an odd number. Next the two numbers, 8 and 9, were joined together. There was a number bond shown with three circles, 1 circle was classified as a whole and it had two branches off of it that each connected to a new circle and that new circle was classified as part. For this booklet, 17 was a whole, 8 and 9 were a part. Then the students had to complete booklet #3 by themselves. Once they were done on the back they had to write about what they saw and the relationships the numbers had together. After they were done with all their math booklet they were able to play math
Jones took a workshop class in order for her students to be able to participate in an art program. The students learned about art from a leader who came into the classroom and earlier in the school year they went to see a play. Today the leader came into the classroom to discuss the play with the students and had them draw a picture from the play to give to the actor. Each student was given a black piece of paper to draw a picture on and they had to fill the picture up with as much detail as they could. Ms. Jones had introduced the practice of “touch the page, close your eyes and say out loud what you are thinking”. This is a brainstorming tool that helped the students think about what they wanted to do next. That way they will be less likely to mess up their drawing and ask for a new paper and they will have a better grasp on what they want to draw. After they did their brainstorming, they first had to draw out what they wanted on their paper with a pencil and then they were able to color it in. They continued to work on their drawings until it was snack …show more content…
Ms. Jones taught the class how to do booklet #2 and on their own they had to do booklet #3. For each fact family there were 3 numbers and the numbers all had a relationship together. Ms. Jones taught me that 8+9=17 should be said as “8 plus 9 is the same as 17” and that when I say “8 plus 9 equals 17” it can be confusing. The class went over number/place values for the ones spot and tens spot. Then as a whole class the students discussed the number 9, what they knew about this number and how it related to life. Some examples were: it’s an odd number. Next the two numbers, 8 and 9, were joined together. There was a number bond shown with three circles, 1 circle was classified as a whole and it had two branches off of it that each connected to a new circle and that new circle was classified as part. For this booklet, 17 was a whole, 8 and 9 were a part. Then the students had to complete booklet #3 by themselves. Once they were done on the back they had to write about what they saw and the relationships the numbers had together. After they were done with all their math booklet they were able to play math