As soon as you enter into the Special Education classroom you will first see the dimness of the room. The room doesn’t consist of bright lights at all. Since here room is in the middle of the school, her room doesn’t have any windows. Wooster’s room consists of desks, chairs, and a couch. Directly to the left as you enter, there is a calendar that has everything the students will be doing. Right beside that is an appealing bulletin board that consists of colorful artwork from the students. Mrs. Wooster has her desk centered in the front of the room. Her desk is evenly spaced in the center, giving enough room on both sides for access from her students. Right next to her desk there is a buddy seat. The desks of the students are on the left
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In Mrs. Wooster’s Special Education her classroom was quite managed especially when it came to a student having difficulty in behavior. The teacher was consistent and kept her cool the entire time. She was kind and steady when presenting herself to the child. She didn’t have many behavior problems, but when she did she applied the consequences and then returned to teaching. When the students were being disruptive by talking, Mrs. Wooster would. As soon as she did this the student stopped and went back to work. The classroom was well managed in every way. The teacher would keep the lesson moving, having many different activities planned. She tried to get them up out of their seats at least once during the class period to keep them …show more content…
It’s important that the response will not discourage a student’s learning. It’s every teacher’s responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. In the Special Ed. Classroom that I was observing the teacher gave verbal and written feedback. Since her mornings were slow and only had one-on-one secessions with students she gave feedback to each student, individually. The teacher would also use facial expressions along with gestures to give feedback, for example: when teaching her class she would look at the student or student, making eye contact and giving a swift head movement (yes or no motion) or a finger (come here or a warning
In Mrs. Wooster’s Special Education her classroom was quite managed especially when it came to a student having difficulty in behavior. The teacher was consistent and kept her cool the entire time. She was kind and steady when presenting herself to the child. She didn’t have many behavior problems, but when she did she applied the consequences and then returned to teaching. When the students were being disruptive by talking, Mrs. Wooster would. As soon as she did this the student stopped and went back to work. The classroom was well managed in every way. The teacher would keep the lesson moving, having many different activities planned. She tried to get them up out of their seats at least once during the class period to keep them …show more content…
It’s important that the response will not discourage a student’s learning. It’s every teacher’s responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated. In the Special Ed. Classroom that I was observing the teacher gave verbal and written feedback. Since her mornings were slow and only had one-on-one secessions with students she gave feedback to each student, individually. The teacher would also use facial expressions along with gestures to give feedback, for example: when teaching her class she would look at the student or student, making eye contact and giving a swift head movement (yes or no motion) or a finger (come here or a warning