teacher interview - Copy - Copy
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School
Southwest Tennessee Community College *
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Course
MISC
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
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4
Uploaded by christy789
Chrisella Horne
Professor Elizabeth Crowell
EDU/311: Models and Theories of Instruction
Wk 5 Summative Assessment: Lesson Planning Observation and Interview
January 29,2024
I had the pleasure of interview 1st grade teacher, Ms. Santiago at Crump
Elementary School. Ms. Santiago obtained her master's degree from University Memphis. This is her first year working as a certified teacher. However, she has experience teaching by working previously as a daycare teacher for about 4 years
The classroom consisted of 21 children with ages ranging from 6 to 7 years old. The class consists of an even split of children with 11 girls and 10 boys. The total number of races presented within this class is diverse with 1 student that are Caucasian, 13 students who are African American, one student who is 7 Hispanic children in the classroom. There is a high number of English Language Learners. There are 3 that only speak Spanish. I was glad to know that Ms. Santiago speaks both languages. The class has 4 students with an IEP and there is 1 student with a disability who allows them to be eligible for Special Education Services. I observed
Ms. Santigo during a lesson about how to recognize beginning/ending letter sounds. Before beginning, she had a printed lesson plan which she let me look over
for reference describing the connection, teaching point, teaching/active engagement, and link. During the lesson she communicates the learning objectives and expectations verbally by using language like “Today I want to teach you” or "Today I want to show you” and then telling them the learning objectives for the day. An example would be during the teaching point where she verbally says,
"Today I want to teach you about how to recognize the beginning/ending sound of a word which can be hidden at the beginning or ending of words. Although it is important to communicate learning objectives and expectations it. Ms. Santiago uses the lesson plan format provided by the PLC (Professional Learning Community) coach. She starts planning her lesson by using the curriculum map. She also follows the district plan guide to help with planning her lessons. She used the mastery connect data to guide what the students practice during their Do Now time. This also helps her figure out which students need that extra help that she can place in small groups to get those one-on-one interactions with the teacher or the assistant teacher. The strategies she used to promote student engagement in the classroom are dry erase markers, games, workstations, and sign language letters. This works well with her classroom daily. In Math and Science, she used the 5 e’s which are Engage, Explore, Explain and Evaluate. For example, in math the children are given a problem where they use one of the 5 e’s to explain the problem
in detail on how they got their answer. Ms. Santiago checks for understanding by using the thumbs up/down method, sign language letters, writing on a dry erase board, grade their work and equity sticks. She stated to me that she does has some differentiation strategies that she used in her classroom where she has her low students recognizing the beginning/ending sounds of words while the higher students are writing the beginning/ending sounds of the words that are given. She
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told me that she builds student reflections into the lesson by encouraging students to build up their writing skills in the lesson. For example, she allows the students to
write sentences with different words and share the sentences with the other students
to help build up their self-esteem. To help with improving students' reflection as it helps with her teaching practice Ms. Santiago told me if a students cannot get the concept of the lessons she tries and used other methods to teach the concept such as
other ways she thinks the students can catch on to the way she teaches a new lesson
to the students. For examples she might sit in other teachers' classrooms to see how the children get the concept of the lesson or go on the internet to look for different ways she can teach that concept or get help from the PLC coach at the school. She collaborated with another 1
st
grade teacher daily to produce ideas and strategies to help the students be successful in life. During data team meetings she stated to me that they can analyze and share students' data with the PLC coach and get ideas for other teacher in their grade level on how to bring a low student up to reach the grade level assessment that is given to each student in the summer, fall and winter which the district calls the assessments I-ready where the students take these test to see what level their on through-out the school year.