I went to observe Ms. Velasquez’s 1th period class, which had about 23 students. This period is also shorter due to the fact that they meet every day. That is the reason why I had to come back to observe the class because what they get done in two days in first period, is what is done in her other classes. The classroom is a little small and she had her desks in pairs and in rows. She told me that she liked them in pairs so that they could help each other out if either of them got stuck. The only time her set up would ever change is when they are having a test or if the class was out of control, then the desk will be in rows. She also explained to me that 1st period also gets breakfast every day, due to the Breakfast in the classroom (BIC)
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The teaching structure was the same as she did with one step equations. She had her students observe her to do an example, and then instructed her on what step to take for the other examples. She checked for understanding by asking, “ask me some questions if you do not understand, do not be afraid.” She opened the floor to questions that they might not understand, and one student took the opportunity to say that he did not understand it very well. Therefore, she worked one on one with him on a problem on the board and after that the student did have a better understanding of what was going on but still wanted to …show more content…
Velazquez knows her students well, because one of her students like to help out, whenever he can. She lets him pass out any materials they might need in the class like passing out the calculators, getting the breakfast, passing out any worksheets for the day. On the 26th, he was able to help out two of his classmates of what they missed on because they were not there for the first 20 minutes of class.
At the end of class, the students had to do an exit ticket of three questions. The first question was a multiple-choice question, so it could stimulate what they might see on the STAAR. The second question was to solve an equation, and the third question was to explain in words how they got the answer to problem two. As the students left she reminds the students that she has after school tutoring and the next morning.
I talked to my teacher briefly and asked how she does reflective teaching, she told me that she changes her lesson to fit the needs of her students. She told me that she had build a relationship with the students to know what they might have questions over. That it also changes though each class period, for example she said “if they understand the concept, then I moved to white board, but for some classes they might need a few more problems on the board before moving to whiteboards, and that is okay”. She explained to me that she has been teaching Algebra I for years and has planned what they have to cover this year, however, she makes changes it slightly to
The teaching structure was the same as she did with one step equations. She had her students observe her to do an example, and then instructed her on what step to take for the other examples. She checked for understanding by asking, “ask me some questions if you do not understand, do not be afraid.” She opened the floor to questions that they might not understand, and one student took the opportunity to say that he did not understand it very well. Therefore, she worked one on one with him on a problem on the board and after that the student did have a better understanding of what was going on but still wanted to …show more content…
Velazquez knows her students well, because one of her students like to help out, whenever he can. She lets him pass out any materials they might need in the class like passing out the calculators, getting the breakfast, passing out any worksheets for the day. On the 26th, he was able to help out two of his classmates of what they missed on because they were not there for the first 20 minutes of class.
At the end of class, the students had to do an exit ticket of three questions. The first question was a multiple-choice question, so it could stimulate what they might see on the STAAR. The second question was to solve an equation, and the third question was to explain in words how they got the answer to problem two. As the students left she reminds the students that she has after school tutoring and the next morning.
I talked to my teacher briefly and asked how she does reflective teaching, she told me that she changes her lesson to fit the needs of her students. She told me that she had build a relationship with the students to know what they might have questions over. That it also changes though each class period, for example she said “if they understand the concept, then I moved to white board, but for some classes they might need a few more problems on the board before moving to whiteboards, and that is okay”. She explained to me that she has been teaching Algebra I for years and has planned what they have to cover this year, however, she makes changes it slightly to