students at ordinary secondary schools in Zanzibar. Chemistry graduate teachers are core participants of this study to be investigated in classroom and laboratory practices. These teachers are expected to have greater influence on enhancing acquisition of chemistry practical skill at schools. They are expert and responsible for implementing chemistry syllabus in classroom level which has direct contact with the learner. Chemistry students are the centre of learning process. Any teaching activity at school
first year will be challenging, they will appreciate it later. Starting the day is important. Time counts and lateness will not be acceptable. The educators will learn how to be teachers correctly and that includes being on time for their own classroom and being presentable to the students. The first year in training is always the hardest. Teachers are learning how
For my observation, I observed Center School in Longmeadow, Massachusetts. I was observing Erin Craft an educator who was teaching third graders in elementary school at Center School. When I first entered Erin Crafts classroom I instantly felt welcomed and she made the environment safe, respectful, and caring. Erin Crafts classroom was creative, colorful and was filed with several displays of helpful posters and children’s work. Her classroom had a very open layout that had one area designated to
The video changes to the observation. The teacher requests that all eyes are on him. There is a Do Now on the front board. A boy shows the class how the problem should have been done. The teacher demonstrated to the students how to work out a division problem. He is obviously using kid friendly terminology to relate to the parts of a long division problem. Students get the answers as they are working from their seats. A student shares his answer. The student is then shown leading the class
to interact with. Michael displays several disruptive outbursts in the classroom every week. Michael loves to participate in group work and listens attentively, asks questions, and respects his peers. However, when Michael is ask to do independent work he often goes into meltdown he starts by saying he does not want to do independent work, I cannot do this work, this is stupid, and so on. He then begins to ransack the classroom. Michael turns his desk over, throws seat on side or
Nathan was observed in two classes. The first was a structured class (Science class). During this class Nathan sat in the front of the class, in a seat furthest away from the teacher’s desk, two lab tables away. He had a partner at his table, but no one sat to his left. The teacher was presenting a powerpoint presentation with in-bedded videos describing the compounds and the difference between hetrogenous and homogenuos. The teacher stood after videos and would move around the front of the
Was student: *Prepared? This would include turning the activity planning form ahead of time, having all of the materials ready to go, letting the other adults in the classroom know how they can support student, pre-reading a children’s book several times (if applicable), knowing the words to songs and finger plays by heart, etc. No, Nathaniel turned in his activity plan a week later. When he was scheduled to present his activity he arrrived late. So we re-scheduled his activity for the following
I had the privilege of watching the works of Dance Gallery Festival both nights with, in my opinion, the best seats in the house. Friday and Saturday I worked as an usher inside the house, and I was able to sit directly off stage in the vestibule to watch the performances. Although I was watching the same dances for both showings, each number looked different Saturday night, especially the piece Conversations, danced by Bliss Kohlmyer and Kara Davis. When the dancers first enter the stage the first
- Different races/ethnicities of customers in the ordering area and people in the lounge: From my observation this time and the previous time, I noticed that it was barely to see an African American student in the coffee shop. I wonder if there is a different consuming habit related to coffee/drinks/foods on campus between Caucasian and African American students at USC; or it is possible that African American students do not feel comfortable in a ‘dominant white zone.’ In other words, do African
I observed a senior AP English classroom run by a teacher named Ms. Zelanik, who has been teaching for ten years. The school has block periods, so this class was eighty minutes long. My assumption would be that there would be a lot of activities for seniors in these eighty minutes. Instead, I was unpleasantly surprised to find Ms. Zelanik lectured for thirty-five minutes straight. Nearly half the class period was devoted to lecture and note-taking, which resulted in the visible boredom in the students’