Group Four: Classroom Visits CTSE 130: Introduction to the Teaching Profession

1. Group Four: Classroom VisitsCTSE 130: Introduction to the Teaching Profession Ehlane Botha, Meredith Sheldon, Eddie Quintana, Asha Best, and Lauryn Arkin

2. School Locations Ehlane: Weemes Elementary Third Grade Eddie: Vermont Elementary Third Grade Meredith: 32nd St. School/USC Magnet Third Grade Lauryn Arkin: 32nd St. School/USC Magnet Eighth Grade Asha Best: Fairfax High School Ninth Grade

3. Technology Do the students have access to computers? Is there a computer lab? If so, are the computers up-to-date? What type of computers are the students given? Is there a staff member who provides technical assistance?

4. Technology Weemes Elementary: There are five computers in the classroom, all of them Macintoshes. Two of them are new iMacs. There are also two old apples and a powerbook 5300cs. The students made use of the iMacs during class time, but not the others. Vermont Elementary: The students do indeed have access to computers at school. There were four iMacs in the classroom. There is also a computer lab, to which to students have access. Fairfax High School: With two computer labs, and a computer equipped library, the students do have computer access. There are also three computers inside of the classroom, so that students may use the computers as a learning tool. And all of the classrooms are equipped with these Macintosh computers. During my classroom visit, one of the computers �crashed� and a computer technician, who works on the school staff, was there within minutes to fix the problem.

5. Technology (continued) 32nd St. Magnet: There were four computers in the classroom and one television. The high school also has a computer lab. 32nd Street School; There were five computers in the classroom that I observed (all iMacs), however during my visit they were not used. I discussed the importance of technology briefly with the teacher and she is highly supportive. The teacher has purchased CD-Rom games (math, spelling related for the students to use to making �learning fun.� She reported that the students �often� use the computers.

6. Demographics and Language What are the nationalities of the students in the observed classroom? What are their first languages? What language is primarily being used for academic purposes? Are secondary languages used at all? Are there teaching assistants to translate for or assist students who are not fluent in English?

7. Demographics and Language Weemes Elementary: In the classroom I observed the students were split evenly: half were black and half were Hispanic. An interesting observation that I made was that the teacher was Caucasian. All of the students were speaking English fluently in the classroom. English was the only language spoken for academics as well as conversation. There was no need for a translator. Vermont Elementary: All but one of the students were Hispanic, but the were all able to read and write English fluently. The teacher as well as the teacher�s aide use only English in the classroom. No other languages, such as Spanish, were spoken. Fairfax High School: More that half of the students in the classroom were ESL students: students who used English as a second language. This did not seem to be a problem, however, because most of the students had become fluent in English since their third year in school. Because of this there was no need for teaching assistants to act as translators; consequently, there were none in the classroom.

8. Demographics and Language (continued) 32nd St. Magnet: English was the primary language of the class. No secondary languages are spoken, except in the office where a parent spoke only Spanish and needed a translator. 32nd Street School: The make-up of the classroom was entirely black and Hispanic, with the exception of one Caucasian girl. English was the only language spoken in the classroom, however for some English might have been a second language. All of students were fluent in English, and there were no other languages being spoken in the academic environment.

9. Balance of Classroom What is the student-to-educator ratio? Are there teaching assistants present? Is it balanced?

10. Balance of Classroom Weemes Elementary: There were 19 students and one teacher in the classroom, and there were no teaching assistants present. The teacher seemed to be almost outnumbered. He did not have control over the classroom at all. For example, students did not follow simple directions, such as �please have a seat in your chair.� Vermont Elementary: There was 20 students and 2 educators, which seemed to be a fairly balanced atmosphere. However, the teacher�s aide only assisted two students who were struggling, so in actuality the ratio was 18 to 1 and 2 to 1. But, I did feel that every student received adequate attention. Fairfax High School: There were about 25 students to every teacher. I approximate because I was informed by the teacher that while I only saw fifteen students, there were a few absentees on that day. There was no teaching assistant present on that day. But, again, I was informed by the teacher that there are teaching assistants present� and actively teaching� on two days out of the school week.

11. Balance of Classroom (continued) 32nd St. Magnet: There were 33 students and one teacher. The class did not have teacher�s assistants. According to the teacher, an 8th grade should have only 20 students, but since the school is a magnet, it has to handle more students. 32nd Street School: There were approximately 20 students in the classroom, and only one educator. There were no teaching assistants present, and I partially feel that the students would have benefited from having one. The teacher seemed to be very strict with the students, and it felt like the students almost feared her. In one example, during her lesson a student raised his hand to which she responded, �is it an emergency?� The student lowered his hand and did not ask his question.

12. Teaching Techniques What are effective teaching techniques? How does the teacher approach the lesson? Is it purely a lecture, or are students actively involved?

13. Teaching Techniques Weemes Elementary: The teacher did not seem to have any effective teaching methods. He wrote some cursive words on the board and told the students to copy them. Then he occupied himself with other tasks and practically ignored his students. Later he split them into �stations� and was able to supervise one group at a time. Due to the lack of attention and instruction, the attention of many students wandered. Vermont Elementary: On the board, she wrote a thorough explanation of the daily lesson as well as how it related to the previous lesson and the following one. She involved the students by assigning them individual problems to complete, and then actively reviewed the problems with a class. This technique of introduction, lecture and active review seemed to work effectively. Fairfax High School: The teacher begins by writing an agenda on the blackboard before every classroom period. After the students know what the lesson plan is, the teacher assigns a sort of warm-up to start every class. Because this is an English class, the students are writing their own novels throughout the course of the year. Before the lesson begins, the students spend about ten minutes adding to their novels. I also had an appreciation for the �outside� resources that the teacher utilized: the teacher incorporated the use of magazine advertisements into hi s teaching of �The House on Mango Street� in order to provide a more holistic lesson on various forms of oppression. The teachers technique seemed seasoned and effective.

14. Teaching Techniques (continued) 32nd St. Magnet: Students are actively involved. The class is divided into groups with group leaders who present the project. The teacher uses handouts, and asks the students to answer questions 1-10 for an essay. 32nd Street School: After the teacher�s brief lesson, she instructed her students to work on it on their own. They were not allowed to work with one another and would be scolded if they were heard talking. The teacher spent this time cleaning up the classroom (for example, wrapping up the jump ropes). On the positive side, the teacher did have a clear outlined lesson plan written on the board along with detailed instructions for the assignments.

15. Classroom Arrangement How are the desks arranged? How does this complement the teaching technique? Does this encourage every student to actively participate in the classroom?

16. Classroom Arrangement Weemes Elementary: The desks were arranged in clusters that seated four with a bookshelf to one side. While this had the potential to give students a positive group environment, it unfortunately failed. This arrangement allowed for unnecessary social conversations, which detracted from the lesson. The teacher ignored the situation, thereby allowing conversation to continue. Vermont Elementary: The students shared two-person tables, which have space for the students� books and supplies. The tables are arranged in a horseshoe, with all students facing inward. Two tables were in the middle of the horseshoe, facing the front of the classroom. This both drew their attention to the teacher and allowed them to see one another when they were discussing a problem. The teacher made sure that all of the students participated in the lesson. Fairfax High School: Student seating was neatly arranged in rows. When I asked the teacher in he thought that the arrangement was conducive to a classroom environment, he told me that this was the first year that he had ever arranged his classroom in that way. He said that this was mostly due to the lack of space within the classroom. Instead, he claimed, he preferred to seat students in a semi- circle, because that was better for classroom discussions.

17. Classroom Arrangement (continued) 32nd St. Magnet: The classroom arrangement complements the teaching technique, because the teacher divides the class into six groups. This makes it easier to manage with a class of 36 students. Also, students are disciplined as a group. 32nd Street School: The classroom was set into four clusters of desks, with about six students at every desk. This did provide for a good group working environment. An interesting technique that I noticed was that during the beginning of class the teacher sat with one of the tables, almost trying to integrate herself into the students lives. However, when she presented to the class, she was in front of the room, and while most could easily see her, some did have to turn around.

18. Additional Important Information Weemes Elementary: The California Content Standards were posted on the classroom wall, it appeared that they had been read, recognized and put into use. Vermont Elementary: In the main office there was a brochure showing the content standards and frameworks, which was available for interested parents. The school has four different tracks. Despite this obvious separation, the school appears to be a very close-knit community, There are signs, posters, and bulletin boards posted throughout the school to reinforce the �community concept.� Fairfax High School: The California Content Standards were not posted with in the classroom, and the teacher also noted that the school administration had never given teachers a copy of the Standards to be posted. 32nd St. Magnet: The Content Standards are not posted, but the teacher explained which standard corresponded to the day�s lesson. 32nd Street School: The Content Standards were not posted in the classroom at all. There was no evidence that it was being used, however when I asked the teacher about them, she said that she was aware of the requirements and did incorporate them into her lesson.