Submitted by elovejoy on Fri, 12/18/2009 - 8:54am
Emily Lovejoy
December 18, 2009
Praxis III
Inquiry and Teacher Support in the Classroom
Submitted by elovejoy on Tue, 11/17/2009 - 12:37pm
Observations from 11/17/09
Emily Lovejoy
In progress:
Submitted by elovejoy on Tue, 11/17/2009 - 12:36pm
Observations from 11/10/09
Emily Lovejoy
In progress:
Submitted by elovejoy on Tue, 11/17/2009 - 12:35pm
Observations from 11/04/09
Emily Lovejoy
In progress:
Submitted by elovejoy on Tue, 11/17/2009 - 12:32pm
Observations from 11/03/09
Emily Lovejoy
In progress:
Submitted by elovejoy on Tue, 11/03/2009 - 6:45pm
Observations from 10/28/09
Emily Lovejoy
In progress:
Submitted by elovejoy on Wed, 10/21/2009 - 5:05pm
Observations from 10/21/09
Emily Lovejoy
Submitted by elovejoy on Wed, 10/21/2009 - 5:04pm
Observations from 10/20/09
Emily Lovejoy
Today I was in teacher B's classroom and the students were led through a brainstorming lesson. Each student was given a piece of paper and pencil, and when the teacher said a topic, the students were to write down as many things as they could think of. Spelling didn't matter as much as writing down good ideas. The word that Teacher B gave the students was "night." Students came up with some of the following ideas:
Submitted by elovejoy on Thu, 10/08/2009 - 6:56pm
Observations from 10/6/09
Emily Lovejoy
Submitted by elovejoy on Thu, 10/01/2009 - 5:47pm
Observations from 9/30/09
Emily Lovejoy
Today I shadowed Teacher C, a shop and science support teacher at the local friends school where Teachers A and B teach. Today, Teacher C had a group of 6 kindergarteners that he was taking around the grounds of the school. They were looking at the various gardens on the grounds. Teacher C feels like for students of this age, a teacher must define vocabulary and bring it down to their level. He has students engage in drawing and coloring activities to see what they have observed in the gardens.
