Академический Документы
Профессиональный Документы
Культура Документы
References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation 5:
Language Arts
II. Grade:
5th Grade
III. Students:
25 Students (13 Boys, 12 Girls)
IV. Setting:
Push-In/Integration in regular education 5th grade classroom
V. Pre-Observational:
Prior to this observation, I was made aware that we would be pushing into a regular
education 5th grade class. I was unsure of what to expect because I was previously
integration because I felt it was necessary to learn more about the benefits and/or
(2015), state, The social participation of students with disabilities has always been
one of the main values of inclusive education. The results of the current study indicate
that those co-teachers who endorse more the modification of the curriculum, the
participation of students with disabilities in mixed ability groups and the active
involvement of METs [Mainstream Education Teachers] tend to agree that the social
participation of students with disabilities improves, (para. 49). This research helped
me to understand that within any type of classroom setting each individual has their
the fifth graders how to write biographies. The teacher explained some background
She then prompted the class to research and ask questions about some of their favorite
celebrities or famous idols. The attached appendix worksheet was used as a template
to help the students start their brainstorming. They were given 15 to 20 minutes to
begin their research and writing and during that time there was a lot of conversation
between the classmates. I recognized that both the mainstream and special education
what they were working on. The special education teacher worked more one on one
writing samples even if they are drafts. This is a great way to see how much certain
students can accomplish in a given amount of time and it helps out as the teacher to
understand what main concepts need more spent time on during class. According to,
Feng and Powers, in The Short and Long Term Effect of Explicit Grammar
Instruction on Fifth Graders Writing, The findings suggest that language arts
teachers in elementary schools may embed grammar teaching in the process of
writing, in particular in the revising and editing stages. What seems to be critical,
though, is that the teacher should be very familiar with the errors that are frequently
made by his/her students in writing so that he/she can plan the mini-lessons to address
those weaknesses, (p. 70). Another suggestion I may have is including a quick story
example, it may help other students understand the concept better and give them
I truly enjoyed observing this 5th grade classroom even if it was for only one language
arts lesson. I am used to observing younger students so it was a great experience for
me to expand my range of knowledge. I was amazed at how smart every one of these
students were when it came to researching and writing. Many of the classmates were
including one another in their research and discussions which I thought was amazing
for their development and educational growth. After observing this class and seeing
how much information they brought out opened my eyes to why I continue to choose
X. Citations:
Shoudong, F., & Powers, K. (2005). The Short and Long-Term Effect of Explicit
67-72.
Strogilos, V., & Stefanidis, A. (2015). Contextual antecedents of co-teaching efficacy: