Fieldwork - Models of Instruction

During the days of my observations, there was little direct instruction.

Direct instruction would take place the beginning of math lessons, lasting only a few minutes. There was some direct instruction during ELA.

During lessons, there was quite a bit of social and interactive work by the students.

Students work collaboratively on certain assignments, but even when collaboration was not required, students were allowed to socialize and share their work.

During direct instruction, the students attention was generally directed toward the teacher. There were a few students who would talk while she was talking.

When other students were asking questions, the class became noticeably noisier.

The teacher quickly gains everyone's attention again and gets the students back on task.

Whenever a students needs help with something, some students raise their hands, while others just call out the teachers name.

The teacher made it known that she cannot stand when students call out her name.

She constantly lectures them on sitting quietly and raising their hands.

When seat work has been completed, students are well aware as to what they can do next.

A list hangs on the wall in the classroom giving students different options.

These options include finishing any owed work, reading a book, write a story/do a journal entry, study notes, practice math problems, or do reading BINGO.

Some students opt to read a book, however, many just talk to their neighbors or anyone else that sits in their group.

This was a VERY chatty class.

When students are speaking in front of the class, for the most part it is done clearly and loudly.

There are one or two who speak very softly or mumble.

As for the teacher, she speaks loudly and with clarity. It did not appear that, at any point during my observations, students may have had a hard time hearing or understanding her.