Tracy Howse

SPED 301
1/16/2018
OBSERVATION REPORT

Background of school /classroom

The TU Outreach Program provides a transitional setting for students’ moving from high

school to working life. It is required that individuals have access to free appropriate education

from birth until 21, and this program fulfills this later education for students (a maximum of 15).

To enter the program, students must qualify and meet certain requirements, including

independence and proficiency. Our SPED 301 course visited the class January 10, 2018 and

spent time with students in their newly renovated classroom. During instruction time, some

students were coming and going from their on-campus jobs, reinforcing their level of autonomy

clearly necessary for any individual learning and working on a college campus.

There were three adults and ten students during our visitation, with four students joining

us for lunch. The primary educator, Mrs. Anthony, provided a majority of the instruction, while

two co-teachers supported instruction and aided students throughout the lesson and activities.

These teachers promoted independence and flexibility.

Of the young adults in the class and at lunch, four students were black, and the others

were either white, Hispanic, or Asian. I was unable to definitively place each students’ ethnic

backgrounds. However, it is evident that this is a diverse program. The students were very

comfortable with the level of diversity and not once did any comment of “differences” come up,

even when discussing a student from another country. Of the ten students we worked with, three

were in their first year of the program whereas seven were in their second year. Exceptionalities

ranged, but all students were able to verbally communicate and complete designated

assignments.
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Description classroom environment /observer involvement

My time in the classroom was broken into three sections: instruction, collaborative

activity, and lunch. During their instruction, the teacher led a discussion on why we pay taxes

and taught the students to calculate sales tax. For our collaborative activity, the SPED 301

students went around and interviewed each student with two related questions. Finally, lunch

time was a chance for all SPED 301 students and TU Outreach students to talk more informally.

At the beginning of class, the teacher had a schedule of the day’s activities posted on the

board and walked through the plans. This included explaining tasks, the time allotted to each

task, and getting the class excited for the day. She also alluded to their moment of positivity,

which occurred before we arrived. Mrs. Adams gave each student an opportunity to get in the

right mindset and understand the objectives for each individual task and the whole day.

The majority of instruction occurred during their tax lesson. When she started modeling

the first problem on the board, she specifically stated “I’m modeling and you are following along

on your sheets.” She stated her instructions this way so students would have the first example

written down. However, explaining her strategy also provides more autonomy to the students.

Since these are individuals who have graduated high school and are preparing for working life, it

seems appropriate that they should understand the teaching strategies at hand.

When practicing the tax problems, students wrote with a dry erase marker on plastic

covered worksheets, giving them the ability to practice a wealth of problems and retry if

necessary. This modification to traditional worksheets presents further flexibility in working

through more difficult tasks. It also keeps everything other than the problem at hand the same.

Instead of continually flipping back to page one for instructions, like they would have done in a

packet, their one sheet had all the necessary information. Also, while they practiced, the teacher
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and two support teachers were walking around encouraging and assisting them. Any difficulties

were easily identified through a higher teacher-to-student ratio.

Behavior management techniques were less necessary for this class, which often stayed

focused on their task. However, once we got to our collaborative assignment, students were more

excited. The interview questions gave everyone a chance to talk, but when us in SPED 301

students shared the answers, a few students began to call out responses. Instead of shutting down

students or chastising them for speaking out of turn, the class was simply reminded to listen to

guest speakers. One student in particular began to call out responses more frequently, but this

still was not an issue; the support staff simply reminded him to listen and stood at a closer

proximity.

I interacted with students during the interview phase and throughout lunch. The interview

phase was especially fruitful because I got to spend time asking students questions, while

diverging to topics they appreciate. Although I asked each student about their favorite restaurant,

they easily melded our conversation into their workplaces, hobbies, or passions. This ice breaker

gave both myself and the student a chance to talk and engage without the pressures of classic

introductions. Once it came to lunch, I knew basic information about each student and enjoyed

deeper conversations. I am unsure if I would have enjoyed my lunch with them as much if it was

the first introduction.

Reflection

I felt this was one of the most impactful experience of my graduate program. I have spent

time substitute teaching or observing classrooms in the past, but rarely do I get to combine both

observation and interaction in such a fun, enjoyable way. This gave me the opportunity to take a

step back and consider what occurs in a classroom while then engaging fully with the students.
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This helped me consider the importance of classroom strategies and specific tactics for all

individuals.

My interview question asked the students’ favorite restaurant and what they liked to

order. Naturally, this brought up fun conversations of what the student and I enjoy eating. When

one young woman discovered I love pizza, she asked me to sit with her during our pizza party. I

thought she was offering to be nice but would forget the request; I was exceptionally pleased

when lunchtime came and she yelled across the room “Tracy! It’s time for pizza! Sit with me,

remember?” My preconception prior to our activity was that I, as an educator, would have to do

everything to include these students. I spent much of the morning considering how to keep

students with disabilities engaged in class or ensuring everyone felt special, but her calling to me

to sit with her friends reinforced that we all just want to be included. Many of these students did

not need additional prompting to sit with others or communication, but rather it was something

they love to do. My emotions did change as a result and I realized that, while instruction should

have chances to be differentiated, feeling important in a classroom is necessary to everyone.

I appreciate the teacher’s honesty with her students throughout the lesson and activities.

Her openness about teaching strategies, students with disabilities, individual rights, and their

successes was an inspiration for teaching students to become successful learners and self-

advocates. I would like to carry this honestly in my future practices through objectives and

teaching individuality. Not once did she allow a student to downplay their campus jobs or their

work within the classroom. She ensured they understood their achievements as well as

understanding with what they struggle.

The teacher utilized a variety of learning strategies for students to learn and practice tax

calculations. She also utilized explicit instruction, directly teaching the target of calculating tax.
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Rather than teaching general tax percentages from multiple states, she focused specifically on

calculating sales tax in Maryland. This gives students the necessary information for purchasing

items in their environments. I assumed that assistive technologies would be utilized within the

classroom, however the only technology used throughout this assignment was were calculators.

The most inspiring portion of the day was when Jordan explained the services and

organizations these students will have access to after the program. It is clear that the TU

Outreach Program prepares independent, self-advocating individuals. The students did not shy

away from conversations about their disabilities, but rather acknowledged them and moved on to

discussing their successes and passions.