Collaborating Teacher Observation #1 Reflection

I chose to do two dismissal routines for my first CT observation. The two dismissal routines are getting the kids to write in their planner with the homework for that night, and then going over their homework from the previous night. My CT usually starts this routine when students are coming back to the class from various SOS classrooms. My CT has set expectations from the students that when they come back from SOS that they need to put everything away and only have their planner and their homework on their desk. Students understand that during this routine they need to come in quietly because they will not be able to hear my CT’s directions if they talk over her. She always tells her students that she will not repeat herself so if they were not listening, they will have to ask a friend who was listening.

My performance of this routine impacted the students by getting them prepared for the current night’s homework and getting them practice by going over the homework they already did the night before. I organized my time well during this routine because I chose to go on with the routine even when one student was missing (FEAP 2a.). I chose to go on because it is more important to help the other 19 students and then pull the absent student aside after specials to help her individually. This allows more students to be helped collectively versus waiting for that student to return and wasting precious learning time for the other students. I did not have the opportunity to manage class behaviors because all students know the expectations for this routine (FEAP 2b.). I conveyed high expectations to the students with what they need to do (FEAP 2c.). I gave clear oral directions to students to get their homework and planner out (FEAP 2e.). I gave clear written directions when I worked through the problems with the students and wrote out how to solve (FEAP 2e.). I also maintained a climate of openness and support to the students because when students got a question wrong, I gave them the opportunity to ask a friend for help (FEAP 2f). I was also fair because everyone had equal opportunity to answer the question.

I felt like the routine went by smoothly. I received the desired results because 19 out of the 20 students were present with open minds and followed all directions. I was able to reach my success because I was very clear in my oral and written directions. The students knew the expectations for this routine beforehand so I did not have any behavior problems. The developmental level of the students impacted how I went over the homework. The students have learned how to solve this math a certain way so I used a method they are already familiar with because that is where they are at developmentally in their academics.

A big idea from the course that can be connected to this routine is the difference between a natural and logical consequences (Levin & Nolan, 2014). My CT teaches her students that if they do not follow her rule of “Using best effort in work” then they receive consequences. When the students were away at specials I checked around the room to see who did their homework. One student did not complete his homework. My CT worked with me to decide which consequence was best for this particular student so he would do his homework next time. She told me that this student loves outside time, so the best consequence for him would to have him do his homework when the other students are playing outside. This will help him understand his actions have consequences and if he does not do his work with best effort, he does not get to play like the other students. This decision of his consequence is a logical consequence because it had teacher intervention (Levin & Nolan, 2014).

During my post conference with my CT, she thanked me for my decision to go on with the routine even if one student is missing. She told me that as educators, we are always going to be making educated decisions at all times. This choice was the best choice because it was the best use of my time, and the student’s learning time. She advised me to note that I can always go back and help that student individually if they are really struggling with homework. It is best to help the group at that time.

The most important thing I learned by engaging in this routine is to always show the students step by step instructions when solving math problems. The class can get confused easily and if I jump too far ahead they will not understand. In my video at 2:03, I started going too fast with my solving, but once I slowed down all students could follow along with my step by step instructions for the problem and got the answer. My CT advised I go slower if students do not understand because it is best to help them understand something fully than to just keep moving on for time purposes. The next time I go over homework with the students, I will make sure to go through the steps slower. At 3:32 in my video, all students had their hands raised to answer me when I asked what the answer to the problem was because they all were following along with my steps to check their own work. When our time was up at 4:02, the students listened attentively as I told them to leave everything there to come back to and they lined up when I called their table group. The next time I complete these dismissal routines with my CT’s class, I will also make sure to see the homework beforehand to come up with strategies the students are already familiar with to solve the problems like I did this time. That background knowledge led to my success in helping the students who needed extra help understanding how to solve the homework problem.