Classroom Observation - Essay Example

? room Observation Reflection Paper room Observation Reflection Paper Lev Vygotsky’s concept of assistance within the student’s zone of proximal development (ZPD) is based on the thought that development is elaborately described by what a child can achieve when assisted by a competent person or an adult and by what the child can do independently. It is paramount for the teacher to know both levels of Vygotsky’s zone since they do assist in knowing the true position of a child at a particular moment. It also shows where the child is going. The proximal development zone has several influences on classroom teaching. Vygotsky’s concept suggests the teacher must plan activities encompassing not only on what the children are capable of doing on their own, but also on what they can learn with the others help. The theory does not imply that the child can be taught anything, but can only be taught activities and instructions that fall within the zone proximal development (Vygotsky & Cole, 1978). According to Vygotsky and Cole (1978), teachers can use both levels of Vygotsky’s proximal development zone information to organize classroom activities in involving instructions, cooperative learning activities and scaffolding. Instructions can be planned in order to provide adequate practice in the proximal development zone for groups of children or to individual children. Cooperative learning activities can be organized with children’s groups at levels that are different so that they can help one another learn. Scaffolding is a tactic for assisting the child in her or his proximal development zone whereby the adult gives prompts and hints at various levels. Here, the task is not simplified by the adult rather; the learner’s role is effectively simplified through graduated teacher intervention. According to Vygotsky & Cole (1978), the Vygotsky theory suggests that children learn best whenever the material is new in the Zone of Proximal Development (ZPD). This means that the material is not too easy but, a bit challenging which ultimately with a little assistance from an individual who is more learned, the material can be mastered and then shift the zone upwards. In the Math connect program class; the teacher tried to ensure that the class understood the various basic tests that they were required to perform. The teacher effectively used three methods, which are instructions, cooperative learning and scaffolding to teach the Math lesson. The teacher started by doing examples with the class as a whole and gradually advanced to higher levels in the Zone of Proximal Development. This was done by the teacher in various ways. The teacher did a number of tests and then individual tasks were assigned to the class on individual levels. The teacher used various symbols to do the examples which is an example of TPE 1A. The teacher asked the children to write the test, and he would go round the class checking on the answers individually. This was an example of TPE4. Some of the math addition examples that the teacher gave the students include: 1. Round both 22 and 39 to the nearest ten. 22 rounds to ___ 39 rounds to ____ Then, add the rounded numbers to estimate the sum, therefore the sum of the rounded numbers is ___ 2. 700 – 500 = ____ The teacher was able to assist the children individual by explaining how the questions were supposed to be done in order to arrive at the right answer. Here the teacher was using TPE 6B. Those children, who were not able to get the answer correctly, got the opportunity to be taught on an individual level. This assistance was particularly much helpful to each child since they got the chance to be explained individually where they did not understand. After going around the class, the teacher divided the class into groups of three’s and questions were given to the groups to tackle. The children here were able to discuss in groups in answering the questions. The teacher then went round in the various groups checking on their progress and answering any questions that the groups were asking. After this level, the teacher then asked the class to return to their individual desks. The teacher then advanced his method of teaching by giving questions that were more complex. He however gave out prompts and hints for the children to use individually. Time was allocated to finish the task, and the teacher went round the class assisting those who had difficulties. This he did on an individual basis. This was an excellent example of TPE 8. Eventually, the class discussed even more tasks that were complex and children were chosen to do the task in front of the class. This ensured the whole class participation and a question and answer session. At the end of the lesson, the children were accorded the chance of asking questions and the teacher asked them questions to ensure that the tasks were properly understood. This was a typical example of TPE 13. This assistance was highly helpful to the child both individually and as a class as a whole. From my observation, the children were able to; gradually move from one level of the task to a more complex level at ease without any difficulty. The children were able to complete the task efficiently due to the assistance that the children were accorded by the teacher. The teacher seemed to have a distinct connection in teaching and reaching the children. I can comfortably note that the children did not need more assistance since they were able to handle the tasks well. The assistance was not distracting for other students since the teacher explained the tasks on an individual basis. This was done at extraordinarily low tones ensuring that the other students were not distracted. The other students also enjoyed the privilege of being assisted by the teacher as the class progressed and confidence was therefore built among them. Examples of Teaching Performance Expectations (TPE’s 1 to 13) include making the subject matter comprehensible to students i.e. TPE 1 – this was evident when the teacher used various examples for students to comprehend the math problems. TPE 2 – this was evident when the teacher was going round the class assistance. TPE 3 – Interpretation and use of the math tests that were given by the teacher. This is followed by engaging and supporting students in learning by TPE 4 – making the content accessible, TPE 5 – student engagement when the teacher was going round the class, TPE 6 – developmentally appropriate teaching practices in Grades 4. The other example is planning instruction and designing learning experiences for students who are learning through TPE 8 – learning about students and TPE 9 – instructional planning. This is followed by creating and maintaining effective environments for students learning through TPE 10 – instructional time and TPE 11 – social environment through the group discussions. Lastly, there is developing as a professional educator by use of TPE 12 – professional, legal and ethical obligations. This was done when the teacher was adhering to teaching ethics in the class as I observed. TPE 13 – professional growth through asking the class questions for effective feedback and from me. All these TPE examples were incorporated by the teacher as explained herein. Reference Vygotsky, L. S., & Cole, M. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass. [u.a.: Harvard Univ. Press. Read More