Embedded Intervention: Classroom Observation

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Embedded Intervention: Classroom Observation
I am in a Kindergarten classroom at University Meadows Elementary School. I am observing in Ms. Collman’s classroom. It is a smaller classroom consisting of only 17 children. Ms. Collman is the only teacher for her classroom. Angelina, the only child with a disability, has a one-on-one nurse who helps Ms. Collman with tasks such as keeping children on task, in line, behavior management, and an extra set of eyes during recess. Ms. Collman is great with her Kindergarteners. She uses a professional tone to speak to them as mature school-age children opposed to the voice many teachers use for young preschoolers. She speaks to them in a language they can understand and follow directionally. For example when asking to line up she directed her students to put their writing worksheets in their “Going Home Folder” in their “Going Home cubby”. Opposed to vaguely telling them to put their work in their cubbies they knew specifically what to put and where. This is very important for this age because they are in the transition period of becoming more independent. When two students, one being Angelina, were struggling to get their books on the correct shelf. Ms. Collman used verbal
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The students were comparing and contrasting not only the fiction versus non-fiction, but also the two books that were read. The non-fiction book had actual photographs whereas the fiction book was illustrations. The class interacted with the teacher during this time by responding to her prompts and elaborating on their ideas. During the learning segment of reading time the children practiced their reading skills, worked quietly alone in their seats, as well as built on the peer/group interactions. Some tables had teacher interaction as she made her way around the class to have some students read aloud to

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