As a function of this observation, this analysis report will focus specifically on the means by which the educator interacted with the classroom in order to effect shareholder engagement and buy in within the process of education and the transfer of key points of information. The first thing that this student noticed with respect to the means by which the educator attempted to convey the information to the class was the degree of interaction that the educator created with the students. Although many theories of student participation contend that the means by which the educator attempts to convey a sense of interaction and inclusion into the learning process directly affects the engagement with which the students/shareholders will engage upon such a topic, the fact of the matter is that the correct application of such a practice is oftentimes difficult to achieve. The educator in question did so in a way that both encouraged classroom participation while at the same time working to keep a level of order and control. Oftentimes, as has been noted by educators, seeking to engage the class on a topic can quickly break down in a type of cacophony of competing voices. However, due to a structured environment, the class was able to engage on the topics that the educator presented without losing focus upon the purpose of the structures that defined the interaction. This leads conveniently into the second observation that this student made while visiting the classroom in question. Due to the fact that such a high level of structure existed, it went almost unnoticed (LoCasale-Crouch et al 2012). However, had it not been for the tacit acceptance of such a structure by the shareholders in question, the engagement that the educator was able to achieve would never have been an option. Moreover, whereas this student could easily observe the level of interaction and integration between the educator and the students within the classroom, the structure that existed once class began was a construct that obviously had existed for a long period of time and had been formed from a point in time that the observer was not present. With respect to how the students were able to be engaged and motivated, this observer noted that although there was no threat of a negative consequence through non-involvement/engagement with the material that the instructor was presenting, there was a conscious mention, near the beginning of the course section, that reminded the students that careful attention to the discussion that was about to ensue would help them greatly with respect to understanding the requirements of upcoming course work and exams (O'Leary 2011). In this way, rather than providing a summarily positive or negative incentive to engage with the exercise, the instructor was able to motivate the students to take grasp of the opportunity that was being provided to them and engage with the material so that they could be more responsible for affecting the development of the educational process and as a function of this, effect a positive change on their overall grade in the course. Due this experience, this observer was able to make note of key ways in which the educator and the students interacted, the means through which the educator was able to shape the discussion, and the level of inte
Name Date Course Section/# Observation Report One of the best ways to determine what best practices exist in any given field beyond reading the literature and studying various texts in order to understand key theories and means of practical advancement is to observe the application of the knowledge in a firsthand setting…
The observation underwent for a total of three consecutive class periods in which each class consisted of three hours time period. The class met every day from 6 pm to 9 pm. In this class, all students were adults and already had a basic knowledge of English.
This encompasses the variety of students in the class, and everyone can relate to it; also, it provides a holistic approach to an aspect even if there isn’t diversity in the classroom because there is diversity in the world and the world is becoming an increasingly globalized place.
Therefore, students need to engage themselves in certain practices during the learning process so as to enhance their understanding. In this classroom, I have observed students using self explanations during their studies. This method involves talk-aloud protocols that students use during studying and when they participate in problem solving (Bassok, 2009).
e assignment, let alone its quality, were ultimately dependant upon group members’ arriving at a workable format for collaboration and on defining the role and functions of each of the four members. Needless to say this was not an easy undertaking, largely because, as several
Apart from the desks and the chairs in the room, the class was equipped with other facilities, which facilitated the learning process. The facilities improved the classroom from the usual traditional form to a class that enhanced the dynamic
An interactions or participate in the interactions were highly considered.
The description of the population observed was characteristically segmented into various forms with the notable models accepted in the ethnographic principles. The derived information refers to
Observation approach requires researchers to monitor the behavior of the selected respondents and other attributes relevant to the research. At often instances, fieldwork has been selected as a beneficial method of observation, which possesses many
The school that helped in the research is a private special school. The school is located on long island and the study mainly covered five students from grade four, five, and six. The students interviewed cut across four disciplines including Hispanic,
40% of Americans frequently watch television while having dinner with the number of daily rented televisions in the United States being approximately six million. Television watching is not only restricted to adults, but the statistics
The science teacher had the students do their home work and respond to some question which they did not know. The math also was taken by a substitute teacher because the regular math teacher was sick. The math class had problem
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