I observed Dana Longs second grade classroom at TR Paul Academy of Arts and Knowledge in the afternoons of May 22 nd and 23 rd , the Thursday and Friday of their second-to- last week of the school year. There were 17 students in the class. Although I plan to teach high school science, not second grade, I was hopeful that this would be a useful experience. Ms. Long had come highly recommended by another teacher in the school, so while second graders and teenagers are very different I was still likely to gain useful insights into teaching methods and classroom management. I first arrived in the classroom at 2:30 pm on Thursday, when the students were just coming back from recess. The first activity I observed was snack time, which Ms. Long used to build relationships with her students. Students told stories about things that had happened at recess and she and the students both talked about their summer plans. Ms. Long often used time between activities and while waiting for computer programs to load to foster these discussions, which I found to be an excellent example of building relationships with students without taking much time away from academics. According to Marzano and Marzano (2003), building relationships with students is important to effective classroom management. I saw evidence of its effectiveness in the ease with which she managed class discussions with young children without needing strict behavior rules. The students feel that she likes and respects them and they respect her in turn. Although I plan to teach high school students, not second graders, and I do not expect to have such easy opportunities as snack time to get to know my students, I can definitely see the merit of taking opportunities to get to know them as I find them to build better relationships between us and foster a classroom atmosphere of mutual respect. After snack time Ms. Long told the students to throw away their trash and come sit on the carpet in front of the smart board. Nearly every change in activities I saw in this class also Classroom Observation Paper 3
involved a change in location. The changes could occasionally be slightly chaotic but the students were quickly brought back under control and it helped the students refocus on the new activity. This lesson was for Paragon, the social studies program the school uses which integrates art, music, and drama into learning about the world. The first part of that days lesson was taught using a smart board, based around slides containing text, pictures, and graphics. The lesson included very little lecturing. Most of the instruction was done through asking the students questions, getting a variety of answers, getting some students to elaborate on those answers, and then finally clicking to the slide that gave the answers and comparing it to the students answers. While some teachers may consciously or unconsciously favor boys over girls when asking or answering questions, I saw no bias in Ms. Longs class, with a total of 92 boys and 94 girls talking over the whole observation period. They were learning about the people who currently make up the United States and how and why those people came here, so a lot of the questions related to what the students had seen in their own lives or what they had learned from their parents when they asked about their ancestry for their homework. Soliciting answers from students was highly effective in keeping the students engaged and it also helped them see how what they were learning directly related to they and their classmates lives. Willis (2006) explains that both student-centered learning and forming personal connections to the material helps to form and reinforce pathways in students brains to help move new information into long term memory. The focus on student response and acceptance of a variety of answers also fits to some extent with the methods encouraged by Fernandez-Balboa and Marshal (1994), who emphasize the importance of getting future democratic citizens accustomed to valuing their own thoughts and knowledge instead of mindlessly absorbing the words of an authority figure. The extent of the discussions was limited Classroom Observation Paper 4
to the teacher asking the students questions and occasionally asking them to elaborate on their answers, but even asking such questions at all is an improvement over the traditional lecture format of education. As a teaching assistant and as a tutor I also found that guiding the students to produce the answers on their own was highly effective and I certainly plan to use it in my own teaching. While Ms. Long had planned to teach the entire smart board based part of the paragon lesson in one day, within fifteen minutes of starting the lesson it was clear that the students were losing focus. It became harder to solicit thoughtful answers from them and many of them got distracted by side conversations. Noticing all of this, Ms. Long decided that it was time to switch to a more active part of the lesson and leave the rest of the smart board discussion for the next day. For that to happen she had to pay close attention to her classs behavior and to recognize that punishment for misbehavior is not always the best way to deal with it. There were times when she told students to get back on task and times when students lost computer time, dragon tickets, or other rewards because they were not listening but in that case she recognized that the class just was not in the right mental state to deal with that type of lesson. She also had to realize what kind of lesson would work better in that situation and have a good alternative already prepared for when lessons needed to be rearranged. The next activity the class engaged in was cutting out the shape of their hands in construction paper and writing the countries their ancestors came from on the hands. Before letting the students get their materials she prevented a lot of problems by first clearly explaining the instructions and then asking students to repeat the instructions and writing them on the board as a reminder. She also told the students to turn in their hands and read silently when they were done so the students would stay occupied. This and many other paragon activities are useful not Classroom Observation Paper 5
only in keeping students interested but also engaging multiple intelligences in learning. In Gardners theory of Multiple Intelligences, summarized by Carla Lane, students can be taught through seven different learning styles; visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, and logical-mathematical. Most people can learn to some extent through all of them, but they learn most effectively with information presented for their strongest learning styles so it is important to present information in a variety of ways. Willis (2006) also says that presenting information in a variety of ways helps students form multiple connections between new information and old information, placing the new information more firmly in long term memory and making in easier to access. Paragon teaches through reading, teacher instruction, discussion, art, music, and drama, engaging many ways of learning. While it might be more challenging to plan lessons that include all these methods than simple lecture, reading, and worksheet combinations the ease with which it reaches so many students would make it well worth doing in my own teaching. After finishing the hands project Ms. Long called the class over to sit in front of a map of the world. Ms. Long and the students each took turns telling the class where their ancestors came from and why they came to the United States and she put a post-it flag in each place the students mentioned. The students noticed that many, though not all, of the flags were in Europe, which prompted a discussion about why that was. They also discussed what they thought the countries in various parts of the world were like, considering things like proximity to the equator and the Arctic ocean. This discussion leant itself well to bringing in students own background and heritage and discussing how those things effect the United States today. Huerta (2009) emphasized the importance of connecting education to all students background and heritage, which this lesson did. As a science teacher my subject will not always lend itself so easily to Classroom Observation Paper 6
making these connections, but I can still do it by avoiding a Eurocentric, and incorrect, history of the development of the concepts I will be teaching and by showing my students global applications. By that time it was nearly the end of the day. The students got their backpacks, cleaned up, and met on the carpet at the front of the room. Ms. Long gave a brief overview of the plan for the next day and then the class spent the next few minutes discussing their plans for the evening. I like this format for wrapping up the day. Since everyone already had their things packed they were all able to hear what she needed to tell them clearly and then they could spend the last few minutes building class relationships and ending the day on a positive note. The next day I arrived at 12:45 pm, just after recess and just before math class. Second grade math was split into two ability-based math groups so half of the students from Ms. Longs class went to the other second grade class where the more advanced math class was and half of the other second grade class came to Ms. Longs room. Math began with the students writing word problems based on a picture they were given and then answering each others word problems. After the word problems the class moved to the floor in front of the smart board, where they first went over the rules before starting the lesson. She also reminded them that this was their last combined math class and told them that if they worked hard and finished early they could have free time in the computer lab, which they were excited about. The lesson began with going over the months and days of the week, as well as the weather and a song they learned to remember how many ounces are in a pound. They went over the days agenda and then reviewed multiplication and division with math warm-ups. Problems were shown on the smart board one at a time and the students answered by holding up their number cubes with their answer. When students were wrong Ms. Long told them they were and they changed it until they Classroom Observation Paper 7
got it right, after which a student would show the answer on the screen. This review method was successful both in providing immediate, minimally stressful feedback, and in activating previous knowledge to build on later in the lesson. For questions with slightly more complex answers I can see the merit of reviewing this using small student white boards in a quick pre-lesson review in my own classes. Next they started using the function machine. The function machine was a moving drawing of a machine on the smart board that could apply certain math rules to numbers. The operation of the function machine was actually quite similar to a basic algebraic equation, but by presenting it in terms of a fun machine with lights and noise that applied processes they had already learned; addition, subtraction, multiplication, and division, they were able to learn material that I would have thought was well above their grade level. From the function machine they learned to study tables of the machines inputs and outputs to find the machines rule for that table. Most of the class was then able to do it on their own without the machine or any more guidance, although a few students needed to be walked through the process a few more times before they could do it on their own. This method of building up to new, complex material from previous knowledge instead of immediately overwhelming students with a whole set of new concepts described in unfamiliar terms would be an excellent way to teach science, which many students assume is beyond their comprehension. The rest of the day consisted of computer lab free time, recess, snack, and finishing the paragon lesson from the day before. This part of the day was very similar to the previous day, other than not needing any unexpected changes to the lesson plan. At the end of the day the class followed their typical room cleaning procedures and then gathered on the carpet. Ms. Long went over what they would be doing in the last week of school and how it would be different Classroom Observation Paper 8
from what they normally do. The students had a lot of questions and clearly benefitted from getting the changes spelled out in advance. The day ended with a few more stories and weekend plans, and then the students lined up to go home. At the end of my first day of observing her classroom I interviewed Ms. Long to learn her opinion of the state of the educational system and of how well it is meeting students needs. I first asked her what she considered the primary purpose of schools. She told me there are two primary purposes. The first is to set a foundation for academics. Schools should academically prepare students to do well in high school, college, and life. The second purpose is character education. Students should learn to respect themselves, respect others, and respect property. The second question was when she thinks about the wide range and various needs of the varying abilities, socio-economic/ethnic groups, races, gender, sexual identity, religions, languages, and individual learning styles, how well do schools meet the needs of all learners? She believes that this strongly depends on the teacher. She said that younger teachers especially do tend to be aware of differences, but that there is still an achievement gap that needs to be addressed. She pointed out that Hispanic and Black boys in particular are often misunderstood by teachers, contributing to more problems and lower achievement in the classroom. The third question asked her how her experience in the classroom aligned with her initial expectations of teaching. Her first response was to laugh. Then she explained the familiarity pitfall, in which many new teachers think that their life as a teacher is going to be the same as what they expected when they were kids. She expected teaching to be much easier because her teachers were always very experienced and had already developed their own effective teaching strategies. She said her masters did not prepare her well for teaching, but that the most effective way to learn has been to look at what went well and what did not each day and learn from it. Classroom Observation Paper 9
For the fourth question I asked her about her hopes and concerns about the future of education in the U.S. She hopes that we will be able to adapt to the needs of the 21 st century without losing some of the more traditional aspects of school and that teachers will be able to effectively prepare students for what is coming. She is concerned that many things might get in the way of that though. She fears that schools will not have enough funding to accommodate the growing population. Meanwhile, students will become less and less healthy, and will shoot ahead of their teachers technologically to the point that teachers can never keep up. Currently, she can see that students are still not getting adequate science and math education early on, which gets in the way of all future education. As a final question, I asked Ms. Long how she keeps her students so engaged in their lessons. She told me that above everything else the most important thing is knowing your students. This lets you pull things into lessons that they can relate to, understand their attention span, and recognize when what you are giving them is not quite what they need and change the lesson accordingly. She uses multiple intelligences in her teaching to keep everyone engaged and uses a lot of personal stories and connection from both her own life and the students. Although Ms. Longs second grade classroom is not an age group Im likely to ever teach, I still learned many valuable lessons from observing it. The most important lesson is to know your students. Learn who they are, what they like, what they have experienced, and how they think. I may not be able personally know everything about every student, but there are plenty of opportunities to learn more about them and to design lessons that work for as many of them as possible. I share Ms. Longs concerns about the future, but I also believe that through learning from excellent teachers like her we teachers of the future can in fact gain the skills to prepare the 21 st centurys children for the 21 st centurys world. Classroom Observation Paper 10
References Fernandez-Balboa, J.-M., & Marshall, J. P. (1994). Dialogical Pedagogy in Teacher Education:Toward an Education for Democracy. Journal of Teacher Education , 45, 24-34. Huerta, G. (2009). Educational Foundations: Diverse Histories, Diverse Perspectives. Boston: Houghton Mifflin Company. Lane, C. (n.d.). The Distance Learning Technology Resource Guide. Retrieved from The Education Coalition: http://www.tecweb.org/styles/gardner.html Marzano, R. J., & Marzano, J. J. (2003). The Keys to Classroom Management. Educational Leadership , 61, 6-13. Willis, J. (2006). Research-Based Strategies to Ignite Student Learning. Alexandria, VA: Association for Supervision and Curriculum Development.