Field Experience #2 _DW
docx
keyboard_arrow_up
School
University of North Carolina, Pembroke *
*We aren’t endorsed by this school
Course
500
Subject
Industrial Engineering
Date
Feb 20, 2024
Type
docx
Pages
7
Uploaded by UltraHare186
SED 3310 FE (Updated FA 2017)
A.
Component 2 Data Recording Protocol: Classroom Focus (
Demographics)
As you conduct Component 1 in the classroom, talk to the teacher about students in her class with disabilities. Component 2 Data Recording Protocol: Classroom Focus (Demographics)
This classroom would be considered a self-contained setting because it was specifically a TMH classroom. At the time that I went, they were having their own time to do whatever they wanted to do, which included watching educational videos, playing on the iPads, or just dancing around. After that was over, the students participated in the reading lesson. After their reading lesson was
over, which took approximately an hour and a half, they went to lunch. In this class, there are about eight students. They all have some form of a disability. Some are more severe, and some even have more than one disability. For example, one student is diagnosed with both autism and ADHD, and while ADHD is not as severe as autism, it can be disabling to some children since anything could distract them. The ratio of male students to female students is six males, and two females. The student to teacher ratio is two teachers, and eight students. Since this is a TMH class, all the students have an Individualized Education Plan, and each student has a 504 plan. They have many accommodations, but one of them that I have noticed that they do for the whole class is that in the mornings, they are allowed to sort of do whatever they want to do, which is a good thing because it allows them to start the day off making them feel like they are in control of
their day. The teaching model that is being represented in the classroom is “one teaching, one assisting,” and the three examples are: 1. Ex. 1: the main teacher is teaching the lesson; the assistant helps keep the students on task.
SED 3310 FE (Updated FA 2017)
2. Ex. 2: the main teacher has the students read their book aloud, and after they finish, they finish reading their book they go to the assistant teacher to complete their folders.
3. Ex. 3: the main teacher is sitting to take attendance; the assistant teacher is making sure the students are on task and behaving.
SED 3310 FE (Updated FA 2017)
Component 2 Data Recording Protocol: Classroom Focus (
Behavior Management
)
Component 2 Data Recording Protocol: Classroom Focus (Behavior Management)
This classroom would be considered a self-contained setting because it was specifically a TMH classroom. At the time that I went, they were having their own time to do whatever they wanted to do, which included watching educational videos, playing on the iPads, or just dancing around. After that was over, the students participated in the reading lesson. After their reading lesson was
over, which took approximately an hour and a half, they went to lunch. The lesson was given to the whole class, at an easy pace. They each took a turn reading a book to the class, which had about two words on each page, and then they took a quiz on the book, with the assistance from the teacher. After they were done reading their book, they worked on their folders, which was them working on identifying patterns, and after they finished that, they were able to get on the computers and the iPads until it was time to go to lunch. The students are very rambunctious, but
nothing out of the ordinary. This is a well-behaved class for the most part, and when they do get in trouble, they are able to realize what they did and settle down. While completing the “PBIS Checklist for Classroom Observation” I found that the class does have classroom rules, but they are not posted anywhere in the classroom. I asked the teacher why she did not have any rules posted, and she said that the students are not able to read and comprehend them, therefore she didn’t really see a need to have them posted anywhere, and instead of wasting wall space with the rules, she put up stuff that the students would use. Also, the rules are clearly stated to them,
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
SED 3310 FE (Updated FA 2017)
and if discipline is needed, she is very clear with that as well. Overall, this class is well behaved, and they rarely need to be disciplined. The student was very, very social today. While I was writing my notes, he came up to me and gave me a big hug and a kiss on the cheek. He was very sweet with his peers, and he was very attentive today.
1. Are there CLASSROOM RULES?
Specific, observable behaviors?
yes
Limited to 5 or 6 behaviors?
yes
Stated positively (i.e., expected behavior)?
yes
Stated simply (i.e., brief and using simple language)?
yes
Visible to all students (i.e., up front, large enough)?
yes
Functional (e.g., related to learning)? yes
Enforceable? yes
2.
Are there POSITIVE consequences for following classroom rules?
Visible to all students?
yes
Clearly stated?
yes
Include a variety of possible incentives?
yes
3.
Are there CORRECTIVE consequences for violating classroom rules?
Visible to all students? yes
Clearly stated?
yes
Include both minor and major consequences? yes
Total “Yes”: 13
Percentage of Criteria Completed (“Yes”):
SED 3310 FE (Updated FA 2017)
SED 3310 FE (Updated FA 2017)
Component 2 Data Recording Protocol: Classroom Focus (
Instruction
)
Participant observer name________________________________________________
Date:
Time of Day:
Begin
End
Location (School/Room/Teacher):
Component 2 Data Recording Protocol: Classroom Focus (Instruction)
This classroom would be considered a self-contained setting because it was specifically a TMH classroom. At the time that I went, they were having their own time to do whatever they wanted to do, which included watching educational videos, playing on the iPads, or just dancing around. After that was over, the students participated in the reading lesson. After their reading lesson was
over, which took approximately an hour and a half, they went to lunch. The lesson was given to the whole class, at an easy pace. They each took a turn reading a book to the class, which had about two words on each page, and then they took a quiz on the book, with the assistance from the teacher. After they were done reading their book, they worked on their folders, which was them working on identifying patterns, and after they finished that, they were able to get on the computers and the iPads until it was time to go to lunch. While going through the checklist, I found that the lessons were mainly effective and presented to the class in a way that they were able to understand, but sometimes the lesson had to be repeated over and over, which was understandable because this is a TMH class, and the students are not able to grasp something the first time they hear instruction. During today’s visit, I noticed that this student was very quiet, which was unusual. When I asked the teacher about it, she said that his mother had stated that he
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
SED 3310 FE (Updated FA 2017)
hadn’t been feeling well, and that he usually gets over his “funk” when he goes outside. By the time that I left, he was feeling a lot better and was a lot more sociable.