Classroom Observation & Teacher Needs report

I went to ELAMS on a Thursday afternoon. When I entered the classroom, students were sitting in their assigned seats and were focused. The students were at the end of one of their scheduled events. At the beginning of the math lesson, I was asked to join the circle with the students. The students seemed very excited by my presence. They were moving around and chatting a lot. I was introduced to the group as Ms.V. The students reviewed their work from the previous class. The teacher announced the answers aloud. I noticed a fraction chart on the white board. The class was very excited as they got the right answers for different problems. This also showed which problems the students had a hard time with because they wouldn’t say much for those difficult problems. The students then moved to the tables and pulled out their laptops to work on math problems. The teacher used this time to tell me about the group. The teacher called the students the “hot group” which meant that the students have the tendency to get very excited and out of control. I was told that during Trinity math sessions, there would be multiple adults in the room facilitate the group. As for academics, the teacher said that the students were working on fractions and multiplication. At the end of the conversation, I walked around to observe what students were doing and if they needed help. All students showed interest in the content, the students were handling it differently. Most students were trying to solve the problems, others were spaced out, and a small few were engaging in conversation as a distraction. I started talking to the students. I helped them understand a small part that was keeping them from solving the problems. At the end of every conversation that had with the students, I told them how great they did when solving the problems. The students seemed to be shocked, and other students saw their peers understanding the content, they wanted to be more engaged too. Many students had a hard time asking for help. In fact I was looking for faces to know whether students understood. By the end almost everyone was understanding and comfortable. The teacher in the meantime was pulling students aside to a round table in the far back of the room. One of the students was sleeping and I was told to avoid bothering the student because it was a sign of a personal issue. When the time came, the teacher called the attention to all students to put their work away and head to the circle. At the circle I was asked how I would like to be called. We settled with Annie and transitioned to another subject.

2.14.19