Observations, 11/14

          Today was the first time I actually scheduled additional time to come and observe at District C, and I was fortunately able to observe one teacher, Mr. S, for a full 2+ hours. This was really an excellent experience, as I was able to pick up on the subtle classroom management things that this teacher uses in order to curate the most effective classroom climate. For example, he has a very precise and set routine when it comes to student behavior. Every class, students enter and sit down, at which point they copy down an agenda that has already been written on the board. This way, students can anticipate what will be expected of them that day, as well as see clear learning objectives so they know that the lesson has a quantifiable endpoint. I asked Mr. S about how he has set up his classroom and maximized student engagement, and the answer he gave was pretty simple, yet effective. The very first week, students are told exactly what the expectations of them are, and this is something that he keeps consistent every single class. I was able to jot down a number of other little things that he does in order to maintain a respectful, productive climate as well that I think I can use when I teach my lessons at District C. This way, students still will respond to the same cues they normally would; for example, when students get too loud or distracted, Mr. S jingles his keys as a cue to quiet down and give him their attention. Since this is a routine they clearly know well, I can use this when I teach so there isn't any variation in management style. Overall, I was really glad to be able to observe a little longer so I could notice more of the subtle things each teacher uses to aid his/her lesson.

          Another of the things we got to do today, which was awesome, and really illuminating, was the student panel. These kids seemed lightyears beyond their respective ages when it comes to maturity and intelligence. The question Mr. L posed at the end-if we know what students want in a teacher and what they want in challenging assignments, why don't we have more teachers that match these wants; was a question that seemed obvious, but really is quite complex. What happens from the time a teacher candidate graduates to the time in which they are not doing there absolute best for their students? From what I asked the students, I was able to create in my mind exactly what they are looking for, and thats what I will strive to be; a teacher who wants to develop great relationships with students and provides cohesive, challenging and engaging curricula. It will take hard work and infinite practice, but that is our responsibility as future teachers.