Reflection on the Observed Teacher’s Classroom

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Most teachers use ongoing and numerous techniques for gathering information in their assessment systems. They also utilize various arts integration approaches that emphasize transferring skills and ideas from the arts curriculum to literacy instructions. Teachers have implemented ways of collaborating with parents and students to promote improvements. The teachers utilized pre-assessment data from the videos I watched and used different approaches to integrate arts into academic and literacy instructions.

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According to The Balanced Literacy Diet (2017), the teachers used comprehensive art projects by involving the children in related hands-on activities. These projects make an excellent connection between the art forms and learning standards because they allow learners to acquire new material while demonstrating what they learned (Dinc & Karahan, 2021). The teachers connected creative arts to critical academic concepts; for instance, the learners were taught emotional regulation.

Moreover, the educators utilized pre-assessment data that were integral elements of teaching and learning. The formative assessment enabled teachers to identify student readiness from the proactive responses given by the learners (Nussemar, 2013). The educators utilized the data in setting academic goals for the young students as they recognized their strengths and weaknesses. They also used the assessment information to evaluate reforms in instructional practices and focus on improvements.

The videos demonstrated how educators communicate and collaborate with learners and families to support student’s development and success. They shared students’ progress reports with guardians to evaluate areas of improvement and accomplishments (NAC Arts Education, 2015). The teachers utilized better communication methods for both parents and learners to help keep them accountable for their work (University of California Television (UCTV), 2014). The educators surveyed parents by asking different kinds of questions to acquire critical information for children’s achievements.

In conclusion, the teachers utilized interdisciplinary arts projects and the connection of creative arts to academic content for arts integration. They also used pre-assessment data to understand students’ weaknesses and strengths and better techniques that emphasize improvements. In my future practice, I plan to implement approaches and benefits of fostering resilient mindsets of artists and deriving strategies that can extend learners’ current skills.

References

Dinc, N. D., & Karahan Ç. İ. (2021). Art integration applications in middle school 5th class science lesson. International Journal of Social Sciences and Education Research, 7(2), 141-150. Web.

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Nussemar. (2013). Pre k assessment [Video]. YouTube. Web.

The Balanced Literacy Diet. (2017). Art from the heart: Intergrating literacy instruction (virtual tour) [Video]. YouTube. Web.

University of California Television (UCTV). (2014). The arts in action: Dance and drama improving student achievement [Video]. YouTube. Web.

NAC Arts Education. (2015). Arts integration in preschools [Video]. YouTube. Web.

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ChalkyPapers. (2022, July 31). Reflection on the Observed Teacher’s Classroom. Retrieved from https://chalkypapers.com/reflection-on-the-observed-teachers-classroom/

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"Reflection on the Observed Teacher’s Classroom." ChalkyPapers, 31 July 2022, chalkypapers.com/reflection-on-the-observed-teachers-classroom/.

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ChalkyPapers. (2022) 'Reflection on the Observed Teacher’s Classroom'. 31 July.

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ChalkyPapers. 2022. "Reflection on the Observed Teacher’s Classroom." July 31, 2022. https://chalkypapers.com/reflection-on-the-observed-teachers-classroom/.

1. ChalkyPapers. "Reflection on the Observed Teacher’s Classroom." July 31, 2022. https://chalkypapers.com/reflection-on-the-observed-teachers-classroom/.


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ChalkyPapers. "Reflection on the Observed Teacher’s Classroom." July 31, 2022. https://chalkypapers.com/reflection-on-the-observed-teachers-classroom/.