Examples Of Observation Of ESOL
Observation
I choose to observe a 1st grade class co-teaching situation in which the ESOL specialist pushes in and work will all the students in a group lesson then individually with the more at-risk- ESOL students. During this lesson the ESOL teacher was the predominate teacher teaching the students the lesson on sight words and vocabulary words in a story that they were reading. The general education sat in proximity of the students however she mainly observed and manage the class’s behavior. The ESOL teacher during the group lesson taught the student with the mart board calling on student to read out the sight words and vocabulary words. Then she directed the students to form a circle and pass out stories. During this time the general education …show more content…
While during each day she is in the classroom co-teaching for an hour and a half. She helped to support the general education student by not only teaching student the vocabulary and collaboration, but she also provides support through providing materials to other lesson that she believes would benefit other students. During independent work she provide special services to the students that are at risk ESOL students. The students seem to understand this and are not confused as to why the teacher is working with those students. This mean that student are comfortable and this process is a regular routine for the student. As far as the classroom management of this team the ESOL teacher adopts the classroom management that is already in place in the classroom, she makes sure during the lesson she is teaching that the classroom is running properly for learning. This notion was supported through the observation in which she had reminded student of the classroom expectations. Most of the communication due to her busy schedule since she pushes into multiple classrooms happens through email, this allows for reference and documentation for her records. Her rational for the co-teaching situation is that the ESOL students receive services without having to be pulled out of the classroom. The ESOL students re exposed to more information and are not at risk for missing anything since …show more content…
Over the summer we met face to face to talk about how the classroom should be run and the expectations hat would be in my classroom. We then laid out a calendar of lesson and denoted which on of us would lead this lesson. We agreed that the other teacher would support the lead teacher for that lesson and control the classroom behavior. We both agreed that instead of pulling student for small groups we would keep the students in the classroom and would operate the independent work when the ESOL teacher was in the classroom like
I choose to observe a 1st grade class co-teaching situation in which the ESOL specialist pushes in and work will all the students in a group lesson then individually with the more at-risk- ESOL students. During this lesson the ESOL teacher was the predominate teacher teaching the students the lesson on sight words and vocabulary words in a story that they were reading. The general education sat in proximity of the students however she mainly observed and manage the class’s behavior. The ESOL teacher during the group lesson taught the student with the mart board calling on student to read out the sight words and vocabulary words. Then she directed the students to form a circle and pass out stories. During this time the general education …show more content…
While during each day she is in the classroom co-teaching for an hour and a half. She helped to support the general education student by not only teaching student the vocabulary and collaboration, but she also provides support through providing materials to other lesson that she believes would benefit other students. During independent work she provide special services to the students that are at risk ESOL students. The students seem to understand this and are not confused as to why the teacher is working with those students. This mean that student are comfortable and this process is a regular routine for the student. As far as the classroom management of this team the ESOL teacher adopts the classroom management that is already in place in the classroom, she makes sure during the lesson she is teaching that the classroom is running properly for learning. This notion was supported through the observation in which she had reminded student of the classroom expectations. Most of the communication due to her busy schedule since she pushes into multiple classrooms happens through email, this allows for reference and documentation for her records. Her rational for the co-teaching situation is that the ESOL students receive services without having to be pulled out of the classroom. The ESOL students re exposed to more information and are not at risk for missing anything since …show more content…
Over the summer we met face to face to talk about how the classroom should be run and the expectations hat would be in my classroom. We then laid out a calendar of lesson and denoted which on of us would lead this lesson. We agreed that the other teacher would support the lead teacher for that lesson and control the classroom behavior. We both agreed that instead of pulling student for small groups we would keep the students in the classroom and would operate the independent work when the ESOL teacher was in the classroom like