ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record

your observations when presented with the questions below:

Instruction Question 1: Do you notice any transition schedules, token boards, or brain break cards,
specific directions, posted in or around the classroom to enable children to keep track of their day? >>>

In the classroom I saw things that help kids. There are pictures that show the day's plan, cards with
rewards, and cards for taking breaks. Also, there are signs with simple words to help kids know what to
do in different places

Instruction Question 2: Examine the teacher’s instruction for the use of instructional design options
(individual, small and whole group teaching; teaching centers, co-teaching and parallel teaching). Explain
all the instructional design options used in the instruction and how these designs meet the needs of
students with an IEP. >>>

In the class the teacher uses different ways to teach kids. They teach one kid at a time, with a small
group. They also have special learning areas. Another teacher helps (the Co-Teacher), and they all
work together to help kids who need extra help. This helps each kid learn in the way that's best for
them.

Instruction Question 3: Evaluate a classroom teaching lesson, and identify the ingredients that are most
important in crafting a good lesson plan that meets the needs of students with an IEP. >>>

A good lesson plan for kids with special plans should have clear goals, different teaching, fun activities,
and easy words. It should also change if needed, have help from special teachers, and make all kids
feel happy and included.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>

Yes, the teacher helps kids learn in different ways. They use pictures for some kids who like looking at
things, they talk and listen to kids who enjoy hearing, and they let kids touch and do things like building
and art. Since its a Pre-k class, the students has 65 minutes to play at centers such as art, math,
blocks, science, library, etc. This helps all kids learn in their favorite way.

Instruction Question 5: What Philosophical teaching orientation(s) best fit the teacher’s teaching style?
Provide examples. >>>

The teacher's style of teaching includes hands-on activities and working together, ensuring all students,
including those needing extra help, feel included. They use pictures and simple words, and they do
activities that let kids see, touch, and listen to things to help everyone learn.

Instruction Question 6: Explain the use of culturally relevant material, teach strategies, class decor, etc.
to meet the needs of today’s culturally diverse student population. >>>
 To support a diverse range of students, we incorporate books and materials from various cultures into
our curriculum. Additionally, we collaborate on projects that explore different cultural aspects. In our
dramatic centers, we display family photos to help us understand our students' backgrounds and make
them feel at home in school. This allows them to share information about their food preferences, music
choices, and traditions from their homes with us.

Instruction Question 7: Do the students seem engaged in the lesson(s) that are being presented?
Please explain. >>>

In the class, I saw students really involved in the lesson. They raised their hands and took part in
activities. For example when the teacher read a story, the kids listened, asked questions, and pointed to
pictures in the book. They were excited and showed they understood.

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why?
>>>

During my observation, I did not notice any students who were isolated or separated from the rest of the
class. All students appeared to be actively engaged in the learning activities together.

Instruction Question 9: Is instructional time managed efficiently? Please explain. >>>

Yes, in the Pre-K class, the teacher managed instructional time efficiently. The class had a well-
organized schedule, and the teacher gave clear directions. The students stayed engaged and focused
during the lesson.

Instruction Question 10: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions efficient? >>>

The lead teacher and the co teacher guides students between subjects or activities using clear
instructions, and the transitions seem to be efficient, with minimal disruptions.

Instruction Question 11: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>

The teacher and the co-teacher use commands such as 'Alligator, alligator,' followed by 'chop, chop,
chop,' 'Class, Class,' followed by the students responding with 'Yes, yes,' and 'to infinity,' followed by
'and beyond!' These cues help maintain class organization and smooth operation.

Instruction Question 12: Describe goth teacher and students use of technology in the classroom? >>>

Both students and teachers does not use technology at class.

Instruction Question 13: What specific behavior issues does the teacher have to deal with? How does
the teacher deal with these behavior issues? Be specific. >>>
 I observed some behavior issues, including students being inattentive and disruptive during group
activities. For instance, some students had difficulty staying in their seats and frequently called out
during storytime, which disrupted the class.

Instruction Question 14: Are there any policies or procedures in place that help or hinder instructional
time? If so, explain them and how they help or hinder use of instructional time.>>>

Well having a regular routine, clear rules for behavior, and small group activities helps with instructional
time. But too much paperwork, a strict schedule, and too many tests can make it harder to use time for
teaching.