Observation Reflection 2

2a: How have teachers intentionally nurtured relationships with and among students?

The teacher has made an active and extended effort to care for her students. The teacher greets her students and asks about their day. She makes an effort to know basic things about their life to be able to relate to them. The students feel a sense of care from her and feel comfortable opening up about personal struggles. For example, a student was talking about how she had depression and that her day was bad. The teacher responded by asking the student in depth about this and offering support. Humor is often used by the teacher to uplift the students. The teacher will make situational jokes that are relatable to students. The teacher also lets students know that she sees their efforts in the academic sense. Students that get over a 90 on tests or quizzes are given stickers on their papers. Despite being high school aged, the students respond positively to the acknowledgement and ‘reward’. Relationships between student to student are actively encouraged by frequent group assignments and projects. Students must collaborate and problem solve which leads them to build stronger bonds. Students are also allowed to reflect back on lessons as a class to encourage free flowing conversation. The teacher also allows for recreational group activities like kahoot where students must work together to win. The teacher has created a classroom environment where students are friendly towards one another with no tolerance for bullying.

2b: In what ways do students demonstrate their agency in the classroom?

Students are given the agency to sit where they want during individual work time. This gives them a way to find a place to sit comfortably to complete their work. The students are also given sections of class time independently to work. During independent work time, students are expected to quietly take resources that they need such as calculators, reference sheets, or time at the pencil sharpener without needing to raise their hands. In some classes, especially the honors courses, students are the ones who are proactive with their grades. I have witnessed students in higher level classes take action to increase their grade with extra credit assignments or taking extra time to learn material. Some students will initiate pre class tutoring with the teacher as well. I have witnessed a student taking the initiative to ask about reviewing the homework pertaining to a question he was stuck on.

2c: How do teachers complete non instructional tasks so they do not take away from instructional time?

The teacher efficiently utilizes preparation and readiness as a primary means of staying ahead. She uses an organized system to maintain all of her lessons and documents. The teacher will prepare for labs ahead of class time and during prep periods. If the first class begins at 8:00, then she will begin lab prep at 7:30. Student guidance or tutoring is also given during non class periods. Reminders for tests and general due dates are given at the before and end of class periods. Grading is completed in large portions during prep, lunch, and bathroom duty periods. Grading and assessment can also be done during independent work portions when all students are on task and working efficiently. There is a strong routine established for the class. This helps minimize time between getting started for class and transitions into independent work. The teacher has established a phone rack that is used to take attendance to reduce disruptions. The phone rack is also used to quickly take attendance by the teacher's aid. This prevents the disruptions that force the teacher to take time away from instruction to address. The students are also expected to quietly transition into groups of pairs (if they wish) after the lecture. The routine of this has allowed for quick shifts into independent or group work.

2d: What are some ways teachers model habits of character that develop positive behavior in students?

The teacher establishes herself as someone who is neat, organized, well prepared, and disciplined. Her room reflects an organized and well structured environment. Her desk is presentable and tidy, she keeps papers, pens, pencils, folders and sticky notes well organized behind her computer. The teacher also is not afraid to admit when she has made mistakes. For example, when the teacher made an error on a worksheet, she was quick to admit she made a mistake.This exhibits a sense of honesty and modesty with the studentsShe is also very keen on getting things done on time. She follows time schedules very strictly.. The teacher encourages her students to be productive and organized.

2e: What evidence indicates that the learning space has been designed specifically to suit and support the content and the students?

The classroom itself is designed with lab experiments appropriate for highschool students in mind. There are several sinks in the classroom that have hot and cold water faucets. There are an array of cabinets that allow for the storage of science materials such as beakers and bunsen burners. There is a shower that can be pulled by a rope which will spray water in the event of a chemical spill on a student. There is a larger sink in the back of the room to clean lab materials. The classroom features a walk-in storage room to house various chemicals and substances. These chemicals are also stored securely and safely. The class is structured so that students face a white board and the teachers desk. The teacher has placed clear and pictured labels around the room for students still learning English. There is a calculator rack in place so that students can borrow one at any point if they need to. These things allow for a productive environment appropriate for both physical science and chemistry. There are also rows of seating for students that face a whiteboard that the teacher uses to give lessons from. The teacher has her own desk to complete tasks and keep materials.