Co-Teaching Observation

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Ms. Geotziner is the lead teacher in a kindergarten classroom with 24 students. Her classroom assistant Ms. Vicki has been with her for several years, she is an asset in the classroom. Ms. Vicki spends dedicted time each morning assessing the students on letter recognition, sight words, number senses, etc. The data allows Ms. Geotzinger to keep a track of student achieve and respond if intervention is required. The school’s Special Education Teacher comes in twice a week to work with three children with lanague delays goals aligned with their IEPs. A Handwriting Without Tears specialist visits the classroom everyday working with students in small groups on their handwriting and letter recognition.
Co-Teaching Observation
I also observed in Ms. Starke kindergarten classroom to gain another perspective on student experiences. The (two) classrooms are set-up in a similar fashion, each has a
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Ms. Geotzinger’s modeled higher-level questions and discussion with the student demonstrating how open-ended question can impact a student’s cumulative learning.
I found the One Teach, One Assist strategy to be most beneficial to me as a student teacher having no formal experience teaching kindergarten students. I believe all teaching strategies are essential to a good kindergarten classroom, using a variety of methods keep the children engaged. The most important element to each strategy is a positive relationship between co-teachers.
It was a relief to have Ms. Geotzinger co-planning the math lesson with me, I appreciated and respected her experience and willingness to support my learning. Ms. Geotzinger was very good about giving me the freedom and encouragement to design the lesson, responding to my questions (even the dumb ones) with positive feedback, which I

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