Spring 2018
Observation Hours completed at Meadowview Elementary School, Meadowview VA
Mrs. Branton 5th Grade
Mrs. Branton 5th Grade
Final Paper
Josie Salyer
EDUC 114
Final Paper
Mrs. Branton teaches fifth-grade Science and Social Studies at Meadowview Elementary School in Meadowview, Virginia. While observing Mrs. Branton, I was enlightened to her effective teaching methods. Mrs. Branton facilitated a comfortable learning environment in which her student’s were eager to participate and learn in class. Mrs. Branton used specific teaching methods to keep the student’s engaged in class discussions, projects, and assignments. Mrs. Branton primarily used an instructional method of posing a question, revealing the answer, and further explaining important factors of the content by adding commentary to focus student’s attention.
Every morning, Mrs. Branton wrote the class schedule on the whiteboard, providing students with a step by step outline to focus their attention on each day. Students would begin class by completing a daily Science review worksheet; the remainder of the class period was spent discussing different content that followed along with the schedule. Mrs. Branton initially began teaching by posing a question. This question varied from the content focus on that particular day. Her questions ranged from a vast amount of specific topics regarding Science and Social Studies. For example, while studying the different types of rocks, Mrs. Branton asked specific questions such as, “What are the properties of Sedimentary rock?” By asking a question first, student’s were able to focus their attention categorically on the material being taught.
Moreover, after asking a question, Mrs. Branton would call on different students to reveal what they believed to be the correct answer. This teacher and student interaction further cultivated the crucial relationship between Mrs. Branton and her students. Mrs. Branton kindly dismissed incorrect answers from students; this dismissal gently protected students from discouragement or self doubt. When a student answered a question incorrectly, Mrs. Branton courteously explained why the answer was wrong; this prevented the student’s from learning false information. She praised those students who provided a correct answer by giving compliments such as “well done” or “very good” which promoted student confidence.
After the correct answer to the posed question was revealed and incorrect answers were eliminated, Mrs. Branton began a detailed explanation of the question. For example, after asking what properties Sedimentary rock possesses, Mrs. Branton thoroughly explained each property students needed to be aware of. By doing this, students remained focused and seemed to grasp the information presumably well. Occasionally, Mrs. Branton would read aloud from the textbook while students followed along. After reading a few sentences, she would again pose a question where the answer would be revealed and elaborated further during the reading. Mrs. Branton provided additional commentary to keep students attentive.
The noun commentary is defined as, “a series of comments, explanations, or annotations.” This is an impeccable definition of Mrs. Branton’s teaching style. She added comments to make the content enjoyable which obliterated boredom. Her comments were sometimes sarcastic or funny which made students laugh and smile; a classroom in which students laugh and smile is a successful classroom. Mrs. Branton offered explanations when students were perplexed by presented information. By providing in depth explanations, questions were answered, confusions were eradicated, and crucial learning abilities were enhanced. By adding thorough annotations, Mrs. Branton criticized false information. This criticism aided students exposure to the valuable truth of the fifth grade curriculum.
Furthermore, fifth-grade is a crucial time for students to pursue intellectual advancement. Students must undergo a series of lessons that facilitate responsibility and maturity in order to be prepared for the upcoming transition into Middle School. Mrs. Branton’s teaching methods undoubtedly aided her students upon their journey to the next phase of their educational careers.
Overall, Mrs. Branton is a compelling teacher whose teaching methods are both effective and efficient. Her question, answer, and explanation teaching method is a precise way to focus student’s attention in class. I am elated that I had the opportunity to observe her to gain insightful lessons I can one day practice in my own classroom.
EDUC 114
Final Paper
Mrs. Branton teaches fifth-grade Science and Social Studies at Meadowview Elementary School in Meadowview, Virginia. While observing Mrs. Branton, I was enlightened to her effective teaching methods. Mrs. Branton facilitated a comfortable learning environment in which her student’s were eager to participate and learn in class. Mrs. Branton used specific teaching methods to keep the student’s engaged in class discussions, projects, and assignments. Mrs. Branton primarily used an instructional method of posing a question, revealing the answer, and further explaining important factors of the content by adding commentary to focus student’s attention.
Every morning, Mrs. Branton wrote the class schedule on the whiteboard, providing students with a step by step outline to focus their attention on each day. Students would begin class by completing a daily Science review worksheet; the remainder of the class period was spent discussing different content that followed along with the schedule. Mrs. Branton initially began teaching by posing a question. This question varied from the content focus on that particular day. Her questions ranged from a vast amount of specific topics regarding Science and Social Studies. For example, while studying the different types of rocks, Mrs. Branton asked specific questions such as, “What are the properties of Sedimentary rock?” By asking a question first, student’s were able to focus their attention categorically on the material being taught.
Moreover, after asking a question, Mrs. Branton would call on different students to reveal what they believed to be the correct answer. This teacher and student interaction further cultivated the crucial relationship between Mrs. Branton and her students. Mrs. Branton kindly dismissed incorrect answers from students; this dismissal gently protected students from discouragement or self doubt. When a student answered a question incorrectly, Mrs. Branton courteously explained why the answer was wrong; this prevented the student’s from learning false information. She praised those students who provided a correct answer by giving compliments such as “well done” or “very good” which promoted student confidence.
After the correct answer to the posed question was revealed and incorrect answers were eliminated, Mrs. Branton began a detailed explanation of the question. For example, after asking what properties Sedimentary rock possesses, Mrs. Branton thoroughly explained each property students needed to be aware of. By doing this, students remained focused and seemed to grasp the information presumably well. Occasionally, Mrs. Branton would read aloud from the textbook while students followed along. After reading a few sentences, she would again pose a question where the answer would be revealed and elaborated further during the reading. Mrs. Branton provided additional commentary to keep students attentive.
The noun commentary is defined as, “a series of comments, explanations, or annotations.” This is an impeccable definition of Mrs. Branton’s teaching style. She added comments to make the content enjoyable which obliterated boredom. Her comments were sometimes sarcastic or funny which made students laugh and smile; a classroom in which students laugh and smile is a successful classroom. Mrs. Branton offered explanations when students were perplexed by presented information. By providing in depth explanations, questions were answered, confusions were eradicated, and crucial learning abilities were enhanced. By adding thorough annotations, Mrs. Branton criticized false information. This criticism aided students exposure to the valuable truth of the fifth grade curriculum.
Furthermore, fifth-grade is a crucial time for students to pursue intellectual advancement. Students must undergo a series of lessons that facilitate responsibility and maturity in order to be prepared for the upcoming transition into Middle School. Mrs. Branton’s teaching methods undoubtedly aided her students upon their journey to the next phase of their educational careers.
Overall, Mrs. Branton is a compelling teacher whose teaching methods are both effective and efficient. Her question, answer, and explanation teaching method is a precise way to focus student’s attention in class. I am elated that I had the opportunity to observe her to gain insightful lessons I can one day practice in my own classroom.
Observing Notes
Meadowview Elementary School: Mrs. Branton - 5th Grade
Classroom Constitution:
2/8/18
Schedule:
Studying a car in space
Mrs. Branton and students enthused
Children eager to answer daily review questions
Second class worked quicker and more efficient than homeroom
2/12/18
Schedule:
Mrs. Branton encourages for, “best effort regardless,” when asked if mid year check would be graded
Disruptions: Mrs. Branton threatens to send student(s) to hallway
“Do not stress, do your best”
Gives thorough instructions for test
Makes sure students are prepared
2/19/18
Schedule:
2/20/18
Schedule:
Reviews test beforehand, goes over each point
Reads from Textbook > Question asked by Mrs. Branton > Student(s) answer > Mrs. Branton fully explains
2/21/18
Schedule:
Reads from textbook but also provides commentary and explanations
2/28/18
Schedule:
Ten minutes to “study with a buddy” before test
Mrs. Branton admonishing importance of grades for the remainder of the year
3/20/18
Schedule:
Emphasis on science fair projects
Thorough explanation of requirements (clear)
Question > Answer > Explanation > Description
Mrs. Branton is calmly assertive when students are disruptive (serious tone but not menacing)
3/21/18
Schedule:
Test review: Split into groups, have buzzers for answering questions
Mrs. Branton reading question and answer choices aloud (removes points for buzzing in too early)
Students engaged and thinking quickly
3/26/18
Schedule:
Practice Test Review:
Mrs. Branton
4/4/18
Schedule:
Content under projector --- Projected on white board > Fills in with dry erase marker
Classroom Constitution:
- No toys
- No bullying
- Respect others and their space
- Tell the truth
- Do your work
- No screaming
- Don’t talk when your teacher or classmates are talking
- Speak nicely to each other
- Do not steal
- No excuses
- Work quietly
2/8/18
Schedule:
- Daily Review
- Science pg 413-419
- Notes
- Brain Check 421-422 (turn in)
Studying a car in space
Mrs. Branton and students enthused
Children eager to answer daily review questions
Second class worked quicker and more efficient than homeroom
2/12/18
Schedule:
- Daily Review
- Social Studies Mid Year Check
- Science Mid Year Check
- Science Brain Check (turn in)
Mrs. Branton encourages for, “best effort regardless,” when asked if mid year check would be graded
Disruptions: Mrs. Branton threatens to send student(s) to hallway
“Do not stress, do your best”
Gives thorough instructions for test
Makes sure students are prepared
2/19/18
Schedule:
- Daily Review
- Science Test Review
- Social Studies pg 295-299
- Lesson 3 Review pg 300 (turn in)
2/20/18
Schedule:
- Daily Review
- Science Unit Test
- Social Studies Lesson 3
- Review pg 300 (due tomorrow if not finished in class)
Reviews test beforehand, goes over each point
Reads from Textbook > Question asked by Mrs. Branton > Student(s) answer > Mrs. Branton fully explains
2/21/18
Schedule:
- Daily Review
- New Unit Study Guide
- Intro Videos
- Scavenger Hunt
- Pages 648-654
Reads from textbook but also provides commentary and explanations
2/28/18
Schedule:
- Daily Review
- Science Test
- Review Test
Ten minutes to “study with a buddy” before test
Mrs. Branton admonishing importance of grades for the remainder of the year
3/20/18
Schedule:
- Daily Review
- Review from yesterday
- Read “Magic of Rainbows”
- Questions (turn in to tray to go over)
- Pages 677-679
- Notes
Emphasis on science fair projects
Thorough explanation of requirements (clear)
Question > Answer > Explanation > Description
Mrs. Branton is calmly assertive when students are disruptive (serious tone but not menacing)
3/21/18
Schedule:
- Daily Review
- Review for test tomorrow
- Bill of Rights Project Presentations
Test review: Split into groups, have buzzers for answering questions
Mrs. Branton reading question and answer choices aloud (removes points for buzzing in too early)
Students engaged and thinking quickly
3/26/18
Schedule:
- Daily Review
- Practice SOL Test
Practice Test Review:
Mrs. Branton
- Reads question aloud
- Reads answer choices
- Asks for correct answer (“What do you need to figure out?”)
- Explains why incorrect answers are incorrect
4/4/18
Schedule:
- Daily Review
- Science SOL Review
- Lesson 1 Review pg 326
- Notes Page #29
- Read pgs 327-332
- Discuss homework
Content under projector --- Projected on white board > Fills in with dry erase marker
Photo used under Creative Commons from wuestenigel