Kathryn Brockett CO #3

 For my observation, I  watched a recording of Ms. Felicia's group 2 reading class. For the class, she split the students into groups where a student would teach the rest of the group a subject. The subjects for this particular class were affixes and context clues. I  liked the method she used of having a student act as a teacher because it helps them to practice their own skills and also provides a comfortable environment for the students. They read from a handout about prefixes and suffixes and worked together to discuss and understand it. This activity not only helped students improve reading skills but also their communication skills. While the students worked, the instructor walked around and took notes, evaluating their skills and offering assistance where it was necessary. They were given five minutes at a time for the teaching activity. After the five minutes, the "Teachers" were put on "mute" and only the students could answer the questions. The instructor called on the students to answer questions about affixes and asked for examples, writing them on the whiteboard. After the affix section, they moved on to discuss context clues in reading, following the same structure. Afterward, the students practiced using the terms they just learned with a fill in the blank worksheet. The students answered these out loud after and were given explanations for the correct answers. Ms. Felicia used very clear pronunciation, spoke loudly and at an appropriate rate. She was also very good at keeping track of time and making students aware of the plans. 

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