Observation Journal

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Dec 6, 2023

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1 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task

2 Video 1: Ms. Ainge Teacher is standing in front of the classroom with her students seated, I which looks to be assigned seating. She makes sure to keep eye contact with her students to keep them engaged. Teacher invited the class to demonstrate with her by all saying “alike”, as for compare, while putting her pointer fingers together as the class follows, and “different”, as for contrast, putting thumbs away as the class follows. The teacher guides the discussion by asking questions, while students raise their hands to answer. The teacher encourages group collaboration with the student’s desk neighbor. The teacher walks around the room keeping kids focused and to observe progress, while offering help. Video 2: Ms. Ainge Teacher gets to eye level when helping students with their work. Teacher uses her hands as a visual aid for the lesson. Teacher is walking around the classroom offering one on one help and watching progress. Students are working in small groups on their assignment. When a student is stuck on a vocabulary word, the teacher helps put the student in the right direction, with promoting deeper thinking to come up with the answer on the student’s own. Essentialism Progressivism The teacher uses “Come together in 3.. and 2.. and 1..” The teacher walks around the room to make sure kids are on task.

3 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 3: Could not find teacher’s name Teacher is seated on the floor with the students on different letters on the alphabet carpet. Teacher calls the students “my friends” and asks how their fitness time was, while connecting things they tell him with past lessons. Teacher uses excitement with the students by using props (special box, sand dollar, different sea creatures) which connect and add as a visual aid for the discussion. Uses picture as an interactive activity to observe knowledge of different animals, having them put a thumbs up if they live in the ocean, thumbs down if they live on land, or in the middle if they live on both (student asked the question on both). Teacher reminds the students to raise their hand if they have a question. Teacher teaches the children how to take turns. The teacher uses motor skills with having students put their hand on their head, finger on nose for being ready to answer the question. The teacher uses songs to connect with the lesson (baby shark) Progressivism Essentialism Perennialism Teacher reminds students what they are supposed to be doing, for example, “can you sit on your bottom please” “If you have a question raise your hand so I can see you” “no screaming (6:42)

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4 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 4- Mr. Billings Teacher is standing in the front of the classroom; desks are set up in small groups for collaboration and group work. Teacher walks around the room giving feedback and redirection Teacher gets to eye level when helping a student, or group. Teacher asks questions through the steps of the problem to ensure the students are solving the problem with a little bit of direction. Students have personal whiteboards for work. Teacher uses repetition, “how much is a nickel worth?” Teacher gets excited when he sees students making progress in work. Teacher directs students who get done quicker than others to work on next step or assignment. After all students have completed the problem, the teacher has a student be the “teacher” and go up to the whiteboard and show the class how the problem is solved. Once student is completed with the problem, the teacher asks which kind Essentialism Progressivism Perennialism The teacher reminds the students what they are supposed to be doing when getting off task. Uses “Clap once if you can hear me, clap twice if you can hear me, clap three times if you can hear me, cap markers and fold your hands if you can hear me” to redirect the class after group work time.

5 of “cheer” he would like the class to do for him, and the students responds with the choice of “zombie cheer” so the students proceed to do their zombie cheer. Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 5: Ms. Wiggins Teacher is walking around in the classroom, while the students are in their assigned seats which are arranged in small groups. Teacher asks the students a question and they raise their hands to answer questions. Teacher connects children’s interests with the lesson (football players). The class is included in discussion and the teacher keeps moving around the classroom as she is having a discussion with the students. The class has a class saying where the teacher says, “I like how she’s thinking,” and the students respond by saying, “we think it’s great!”(5:13) She also does another saying at (5:52) “Listening caps on! Twist them tight!” as the students do the hand motion of twisting on their imaginary hats on. The teacher also mentions “rockstar time” briefly where she reminds the students that that time is for them to ask questions and work on things they are struggling on. The teacher encourages class to “say it with conviction” when they answer a question. The teacher also encourages rounds of applause. Essentialism Progressivism Social Reconstructivism The students seemed to not have to be put back on task. The teacher reinforced positive attitudes.

6 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 6- Mrs. Arthur-May Students are seated on the floor with the teacher standing in front of them by the white board. The teacher uses visuals on the white board as well as her ear and hand motions to describe sound waves while the students mimic this motion. Students are encouraged to raise their hands to ask and answer questions. The teacher has handouts highlighting the steps from the information that was discussed. The students move into small groups without assigned seating to work on their experiment. The teacher encourages the students to explore, telling them to be their own scientist. The students read the directions aloud, one by one to the class. The students help hand out materials for the experiment. The teacher walks around the room observing the students progress, work, and findings from the experiment. She also offers one on one help and gets to the children’s eye level when doing so. After the class is done with the Essentialism Progressivism The teacher reminds the students what they are supposed to be doing to keep them on task. The teacher uses time (2min 1min 30 sec) to inform the students to start wrapping up their experiments.

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7 experiment, she brings them back to the floor to discuss the student’s findings and uses student examples. Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 7- Mr. Holland-Garcia Class beings with the teacher meeting the children in the hallway singing, “hello” and the students sing a song back. Same with saying goodbye. Students come into a circle while singing and doing dance moves, the teacher is leading the lesson. The teacher utilizes different spaces of the room; in the center dancing and singing, by the smartboard interacting with the beats and words. Students raise their hand to ask or answer questions. The teacher gives positive feedback to the students. The teacher uses dance and song with the class to help motor skills. The teacher encourages independent work, the students spread out in the classroom figuring out the highs and lows of the tune. Progressivism Essentialism Perennialism The teacher redirects the students as he continues to sing with hand motions. Reminds students when it is not his or her turn.

8 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 8/9 Mrs. Rice Student seats are arranged in two (maybe three) large groups on large tables. Teacher encourages the students to raise their hand before asking and answering questions. Teacher has group discussions on soldiers in the war, teacher is leading discussion. Teacher uses volunteers to demonstrate the play they are going to do, then lets her students draw parts out of the hat. Essentialism Perennialism Progressivism Teacher asks the students “Can we stop the chatting back there?” and states, “Eyes and ears are open and mouths are closed.”

9 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 10/11 Ms. Stephens Teacher greets the students at the door. She also uses silly accents and humor when talking with the students. They seem to love it. She also wears bright and sometimes silly outfits that go with her subject which is art. Students have seating charts in small groups. ---- Students are seated on the floor while the teacher is on the Elmo demonstrating the process of making the weave. Teacher asks students questions “Can I be done cutting yet?” after instructing them to stop cutting at the stop line, making sure they understand the directions. Teacher demonstrates the task while verbally explaining. Encourages students to raise their hand to speak. Progressivism Essentialism Existentialism Social Reconstructivism Says things like “Sit like Mona Lisa” and “Don’t do it until you hear me say, “you do it”” in a funny voice.

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10 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 12- Mr. Holland-Garcia Teacher sings to greet students and they sign a greeting back. Singing through whole instruction. Students lead parts of the instruction by choosing a dance move that goes with the beat. Students get to choose where they would like to sit on the floor. The teacher utilizes different areas of the classroom. Student and teachers all participate in the instruction, although the teacher leads the entire class. Perennialism Essentialism Reminds the students what they should be doing for example, “Wait for when I call your name”

11 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 13- Jean Cole Offers flexible seating and no seating charts. Students run the class- taking attendance, lead classroom expectations and the pledge of allegiance. Students collaborate in groups. Student do not need to raise their hand to speak. They are taught to not talk over each other. Teacher leads the lesson, but the students are very active in the discussion. Essentialism Progressivism Existentialism The teacher encourages the students to not talk over each other and they can do that by reading each other’s body language and eyes. She also reminds them to stay on tasks when they are working.

12 Strategies used to elicit student engagement in learning/task Philosophical Lens Classroom management in relation to getting students back on task Video 14- Ms. Rouch The students’ desks are arranged in small groups and the teacher walks around the room while giving instruction. The class has many class sayings and phrases (Lasso some quotes). Students get to lead discussion after the teacher prompts the discussion. Students used “mirrored words” and funny movements when saying their quotes to make things fun. The students raise their hands to answer questions. The students are very encouraged to work together. The teacher encourages the students to applaud each other. Essentialism Progressivism The teacher and class use “class mirrored words” or “class mute words” when going over lessons.

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13 Perennialism Although the teacher was seated at eye level on the floor with his students, he led the lesson with little input from his students. The students were unable to talk out of turn, without raising their hands. The teacher does not allow students to speak when she is speaking. She made comments such as, “Can we stop the chatting back there?” and, “Eyes are open, and mouths are closed.” Students must raise their hand to speak. The teacher led the classroom with no input from his students and did not stop singing the whole class. Instructions were given to the class, and students followed with no input. Teacher walks around the room ensuring students are staying on task while working on their math problem. Student Engagement Level Students seemed to be focused and staying on task. Students enjoyed the activity.

14 There was no collaboration between the students and the teacher unless help was needed.

15 Essentialism Teacher was standing in front of the classroom while to students were seated giving the lesson and further instruction Encourages children to tell the teacher what they “saw” in the ocean, using complete sentences. Uses the “3..2..1..” technique to inform the students when to redirect their focus to her. Children are encouraged to use motor skills when answering a question (finger on nose, hand on head, thumbs up, thumbs down) Student Engagement Level Students stayed on task. Lessons were on tract and well executed. Students did what they were supposed to do.

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16 Progressivism Teacher invites the class to say “alike” with her while putting pointer fingers together, and “different” while pointing thumbs away from each other. Students worked together in small groups. Uses student examples for lesson. Gets to eye level when answering student’s questions one-on-one. Teacher sits on the floor with the students and uses props that excite them. Teacher is excited about student’s progress on their work. Teacher offers student to select a “class cheer”, and student chose a zombie cheer, which the class proceeded to do. Has students volunteer to be the “teacher” while making jokes. Teacher makes connections to lessons with children’s interests. Encourages rounds of applause for students. Encourages students to explore and be scientists, with direction but freedom to do the experiment how they’d like to. Teacher starts class by singing hello, and the students sing a greeting song back, along with the same for saying goodbye. The teacher reminds her students that they are all scholars and encourages them to say their answers with “conviction”. Students get to draw their parts for the “play” out of a hat. Some teachers used the “repeat my words technique” to keep students involved and engaged. Students are assisted with problems pointing them in the right direction, while still having them solve the problem on their own. Student Engagement Level Students were excited and engaged and were able to explore their skills with more freedom. Students were able to collaborate and learn things from each other.

18 Existentialism Students get to choose where they would like to sit. Students are encouraged to explore their talents. Students lead classroom expectations, take attendance, and pledge of allegiance. Students can shout out answers, they do not need to raise their hand to be called on. They are encouraged to learn how to collaborate without talking over each other. Teacher points the discussion in a particular direction, but students are the center and lead the discussion. Student Engagement Level Students are very involved and can develop their own personal ideas rather than another version of what the teacher is using as example.

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19 Social Reconstructivism Students are encouraged to have a positive attitude and keep the “I can do anything I put my mind to” mindset. Teacher says, “I like the way she’s thinking,” while the students reply, “We think its great!” Students are encouraged to make things fun with “mirrored” words and motions when giving their examples (The teacher also does this). Teachers have different chants that the students know and reply with a different chant. Student Engagement Level Students are encouraged to look at things from a more positive perspective. Students seemed not only engaged, but super excited. You could see it on their faces, their tone of voice, and actions. There were many smiles and giggles!

20 Student Engagement Journal – Elementary Education Minor Kacie Lundin Education Department – University of Wisconsin-Superior TED 200-E1 Mrs. Anne Robertson July 17th, 2022

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22 Abstract As a class, we were instructed to watch a series of lecture videos of our choice, which was Elementary Education or Middle School/Secondary Education, take notes on these simulated observations, identify philosophies these teachers used, and create out journal entry. For this assignment, I choose the Elementary Education, as that is what I am pursuing a degree in. In these fourteen videos, I noticed some very beneficial strategies that seemed to help in the classroom, as well as some strategies I have never seen nor experienced before, as a former student. Classroom Positivity One of the most common trends that I found throughout all fourteen of the videos was the positive atmosphere in the classroom. Yes, it is difficult to see through a computer screen, but the body language of the students, and the variety of different teachers that I observed was a good hint to the positivity in the class. There was not one teacher in the set of the videos that raised his or her voice. This is a big change from when I was in school. I had many teachers that would just yell and scream at us through the day, which even if you weren’t getting yelled at, it made things uncomfortable. Vicki Nishioka (2019) states that positive teacher-student relationships lead to increased cooperation and engagement in the classroom. They also contribute to a welcoming, inclusive school climate that promotes equity, social and emotional learning and improved student outcomes. There are many factors in our day in the classroom and even life that we cannot control, but we can always control out attitude and reflect that on others.

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23 Active Participation Another strategy I enjoyed was how many of the teachers had their students actively participating in class time. Every child loves to be involved in something, if you just sit up in front of the classroom and lecture, class gets boring! I think we have all had that teacher who just loved to read out of the book. They maybe answered a question here and there, but class was no fun and engaging for the students, and therefore optimal learning was not achieved. For example, right off the bat at 1:33, Ms. Wiggins had asked her students what specially meant, and they raised their hands for their different definitions that they came up with (Wakefield, S., 2010). Just as Ms. Wiggings did, the other teachers may have led the discussion, but students were answering questions, asking questions, being involved! That is what learning is all about. Class Helpers Another important thing that aides in engagement and active participation is giving students a job. Observing in the videos and my own personal experiences in the past two years as a long-term substitute teacher, students love having a sense of ownership and they love to help out. In Jean Cole’s 4 th Grade Frontier Elementary Classroom Observation – English (2017 ), at 0:02, two student helpers too attendance, repeated the classroom expectations, and lead the pledge of allegiance. Another teacher in the science video, 9:21, had her students read the directions out loud and at 12:24 had some other students had out materials for their experiment (Arthur-May, A., n.d.) Group Work and One on One Help There was a ton of group work going on in many of the classrooms, and that offers some great time for the students to help each other! During the group work, I noticed many teachers

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24 walking around the classroom not only making sure students were staying on task, but also offering one on one help to the students or small groups after going through the main instruction. I think this is a great way to see if they students are comprehending the information and offering extra help for those who may have different learning abilities than other students. It is important to remember that not one learner is the same. Class Sayings and Chants I noticed that in the classes that had class sayings and chants seemed to be having the most fun. When I was teaching in my former school, one that I would use was, “We can’t do over, but we can do better,” when something wasn’t great either the day before or earlier in the day. I really enjoyed how Mr. Billings gave his student the opportunity to choose and class cheer after he demonstrated the math problem on the board ( York Daily Record/Sunday News, 2014, August 21). The “zombie” chant was super cute, and I wish I could have been able to hear some of the other ones his class had. So fun!! Connecting Lessons with Interests It is very important to get to know students, and a great way of doing that was connecting lessons with interests! In Ms. Wiggins lesson, she connected struggling to football (0:03), some of her students really enjoyed football and in turn, got involved in the discussion (Wakefield, S., 2010). Another example would be the teacher in Danielson Framework asked his class how their time in fitness was and what they did and how they liked it. It makes the students feel like you care, which we do! Classroom Management

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25 Of course, these are all great resources in observing some great teachers, and there was not much that went wrong besides the slight redirection of some students, but I wish there were some other videos on how to manage the classroom when things might not be going great with behaviors. Although I did not get to see this yet in my journey, I hope I will be able to. On the other hand, I noticed some great techniques that many of the teachers used for redirection for the students. It could be a little hand signal, a count down, or a saying, whatever works best for your class. Reflection These were a great group of teachers to observe and learn from. There were many different styles and of course that also factors with age of the students, but I learned a lot from watching. These children are very lucky to have such great teachers, I don’t remember having any like that! I am also hoping that someone in my shoes is saying that about me someday, observing me! I am eager to watch more videos of some of these teachers on my free time and learn more about how they do things in their classrooms. I have also now begun to follow teacher pages on Facebook to observe different tips they may have for upcoming teachers. I am excited to use some of the tactics I observed in this module and hopefully more in experience to be the best teacher for my students someday.

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26 References Arthur-May, A. (n.d.). Science Lesson on Sound [Video]. Youtube. https://www.youtube.com/watch?v=FG152JGTHzg Biffle, C. (2013). Whole Brain Teaching: 3rd Grade, Science [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=uFEFbC63HMg Holland-Garcia, N. (2016, April 22). Kindergarten-Fast and Slow, Lesson 4 [Video]. YouTube. https://www.youtube.com/watch?v=KzAi1KZjbbY&t=1082s Holland-Garcia, N. (2015, November 20). Kindergarten Music-Rhythm, Lesson 2 [Video]. YouTube. https://www.youtube.com/watch?v=3aAMAYr7uzw&t=624s Paprom. (2017). Danielson Framework - Classroom Observation [Video]. YouTube. https://www.youtube.com/watch?v=MNgTBtTz_Qo Peoria Unified C&I. (2017). Jean Cole 4th Grade Frontier Elementary Classroom Observation [Video]. Youtube. https://www.youtube.com/watch?v=nKxAyy0MBiQ The BERC Group. (2013, December 6). Classroom Clips – 3rd Grade English – Janell Dogget (Part 1) [Video]. YouTube. https://www.youtube.com/watch?v=qGswkruqlT8&t=27s The BERC Group. (2013, December 6). Classroom Clips – 3rd Grade English – Janell Dogget (Part 2) [Video]. YouTube. https://www.youtube.com/watch?v=f6XYkPOQ1Ws&t=46s The BERC Group. (2013). Classroom Clips - 4th Grade Social Studies - Sherri Rico (Part 1). [Video]. Youtube. https://www.youtube.com/watch?v=6YEyuuOPhSs

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27 The BERC Group. (2013). Classroom Clips- 4 th Grade Social Studies- Sherri Rico (Part 2). [Video].Youtube. https://www.youtube.com/watch? v=MQLxpfG_FgQ&feature=emb_logo Stephens, C. (2018, August 20). The First Day of Art Class [Video]. YouTube. https://www.youtube.com/watch?v=YDh9fcXUppo&t=486s Stephens, C. (2018, August 20). Weaving With First Grade [Video]. YouTube. https://www.youtube.com/watch?v=uCXnli3c-D8 York Daily Record/Sunday News. (2014, August 21). Raw Video: Orendorf Elementary Teacher Marcus Billings Teaches a Math Lesson [Video]. YouTube. https://www.youtube.com/watch?v=R8UGaFy-NMU&t=696s Wakefield, S. (2010, October 12). Classroom Observation Part 1 [Video]. YouTube. https://www.youtube.com/watch?v=tAz7TD02ytU&t=599s

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