1.

Classroom environment:
Entire wall of windows to ensure adequate light
Only the teacher had a computer, no tv monitor in room
Technology was used through the whiteboard, and a PowerPoint presentation
There werent any distracting noises
The desks were in rows of 5 or 6 all facing the whiteboard. The back row had desks that
you could stand at, instead of sitting at a lower desk with a chair
On both sides of the whiteboard was chalkboard/had assignments that were due and
todays assignment/list of students names that had missing assignments
2. Special student needs:
I was not visible aware of any students with learning disabilities
A few students had fidget cubes and stood at tall desks in last row/teacher confirmed
they had A.D.D that the tall desks removed the constant moving in chair and helped
them not feel confined
There was one student that was gifted/he was younger than classmates/always first to
know answer/completed worksheet by himself rather than in group like everyone else
was paired into groups of 2 or 3
The needs of the students are being met by different instructional strategies, one on
one lesson then grouped, different desks to reduce fidgeting, worksheet completed in
class in groups, first group to finish correctly received a candy from prize bowl
3. Behavioral dilemmas:
There were not any big behavioral dilemmas
A group of boys were a bit rowdy
A boy tipped the chair back on two legs and got the chair stuck under the tall desk
Boys created a distraction from the lesson
The teacher gave the entire group of boys (3) a warning
The students quickly faced forward and did not tip the chair back again/they did continue
talking
Teacher would randomly call on them to regain their focus and ensure they understood the
lesson/which they did know the answers
4. Cognitive Theory:
Information was presented first through lecture, asking all the possible answers how to
define each solution (one, all, no solution) then an example of each solution. Second the
students individually were asked to come up with each of the solutions. Go to board and
write their equations, different students would then solve their peers equations to
determine if they were correct. Finally, they grouped into 2 or 3 and completed a worksheet
while the teacher constantly moved around to help students. First group won candy (tootsie
rolls)
The students would ask is this equation all solution the teacher would respond with do
you think it is?, Lets solve it and find out.
Friendships were mainly with the same sex. There was one student that mingled between
both sexes.
5. Motivation and classroom management:
The most effective technique used was the students creating their own equations and other
students then solving. Least effective would be the whiteboard presentation of the different
solutions, students talked and did not pay attention
Peer tutoring helped motivate the students to solve and finish the worksheet, the hands-on
activity engaged the students
Class time percentage was spent 30% Lecture and PowerPoint, 40% individual, and 30%
grouped competitive activity
6. Effective teaching:
Teaching methods used were lecture, discussion, groups, and activity
The only disappointment which was very minimal would be the boys disrupting the class
when they tipped the chair back and got it stuck under the desk
I would like to teach in this classroom. There was a diversity of students and no major
behavioral issues. Student conduct was normal for their age group.
This observation builds on the perception students have on their own self-image.
Implements the variety of teaching methods available and what strategy works better
for students, each class can be different

During my observation I could see individually how each student perceives each
teaching method. While some students were very vocal and engaged during the activity
to write and solve their equations on the board, other students who were more shy or
unsure of themselves were not engaged. They were more engaged during the
worksheet among their peers and having the teacher individually help them solve the
problems. Each student will thrive different depending on their learning styles. Quickly
resolving any behavioral dilemmas ensured that the students would be attentive and
not disruptive. While the students were still asking questions about the equations the
teacher was helpful but not solving the problems for the students. This observation
shows how important the needs vary from student to student. To be an effective
teacher several strategies must be implemented to reach all learning styles and calling
on different students to involve everyones participation for them to gain knowledge
and self-motivation.