On Tuesday, I had two classroom observations. The first class I sat for was Cayln Stringer's 2D composition class at 10:00 am. Mrs. Stringer began by asking the students if they had a fun weekend, and if they had travelled anywhere--one student said he went to Tampa to visit friends, but no one replied otherwise. Mrs. Stringer than gave them a worksheet, as a number of students had trouble with run-on sentences. Afterwards, the students worked on a first draft of their "Me" essays.
She used the board often during the class, writing example sentences and demonstrating corrections. Mrs. Stringer wrote "RO" above an incorrect example to show students how she will notify them of run-on sentences, so that students could correct their own work. As we had just covered this in Ms. Kim's class the previous week, I was very aware of this method. She also projected the worksheet's sentences onto the board so she could work with the students on Word. This pre-lesson work and explanation only took about ten minutes, before students were given a worksheet for five minutes to work on individually. There was not much group work in this class, but just about every student spoke up with an answer to the worksheet or to ask a question.
Mrs. Stringer also played relaxing music very softly while the students worked throughout the class period, which I enjoyed, and would definitely use in one of my own classes. She walked around observing the students as they wrote and answered questions, as I have seen every teacher at CIES do.
For the remaining thirty minutes, the students worked on their "Me" essay drafts. They had already turned in an outline the previous class, which was comprised of a thesis, three topic sentences with three supporting details, and a conclusion--the exact way I learned how to write essays. I really enjoyed observing Mrs. Stringer's class, as she remained organized throughout the lesson and had great pacing for each part.
She used the board often during the class, writing example sentences and demonstrating corrections. Mrs. Stringer wrote "RO" above an incorrect example to show students how she will notify them of run-on sentences, so that students could correct their own work. As we had just covered this in Ms. Kim's class the previous week, I was very aware of this method. She also projected the worksheet's sentences onto the board so she could work with the students on Word. This pre-lesson work and explanation only took about ten minutes, before students were given a worksheet for five minutes to work on individually. There was not much group work in this class, but just about every student spoke up with an answer to the worksheet or to ask a question.
Mrs. Stringer also played relaxing music very softly while the students worked throughout the class period, which I enjoyed, and would definitely use in one of my own classes. She walked around observing the students as they wrote and answered questions, as I have seen every teacher at CIES do.
For the remaining thirty minutes, the students worked on their "Me" essay drafts. They had already turned in an outline the previous class, which was comprised of a thesis, three topic sentences with three supporting details, and a conclusion--the exact way I learned how to write essays. I really enjoyed observing Mrs. Stringer's class, as she remained organized throughout the lesson and had great pacing for each part.
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