Middle Tennessee State University

 

YOED 3050/YOED 4000

 

 

Managing the Classroom for Instruction

 

 

 

 

 

Field Experience Journal

 

Name:____________________           Date______________

 

 

 

 

 

 

Field Placement Journal

 

Purpose:  To apply knowledge of classroom management and discipline theory and student behaviors during two field placement assignments in both middle and high school settings.  Due at the conclusion of the course.

 

Guidelines:  Sections in Journal to include:

The field placement journal consists of four distinct activity sections:

 

Section One:  General Classroom Information

          Number of students, ethnic groups represented, number of special needs students, description of observation, and reflection pertaining to observation.

 

Section Two:  Time Management

          Description of lesson observed, nature of teacher/student activity, effective teacher movement, lesson pacing, and reflection pertaining to observation.

 

Section Three:  Classroom Management

          Description of verbal and nonverbal signals, instructional aids, gestures, teacher movement, preventive measures, supportive measures, corrective intervention, and reflection pertaining to observation

 

Section Four:  Final Reflection (Building a Personal Discipline Philosophy)

          Overall reflection pertaining to observation notes recorded during site visits with regard to theories/models of discipline, relate teachers’ philosophical approaches to discipline using text models, cite text references, relate to personal beliefs with regard to discipline and classroom management.

 

 

Note:

Professor will emphasize the importance of the field site placement with regard to expectations and Journal completion.  For example, minimum requirements regarding observation hours/class periods for students participating in the field placements will be discussed.

 

 

Observation Log—YOED 3050/YOED 4000 Field Experience

 

Date

Nature of Observation

Time In/Out

Teacher/School

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

____________________                                          _____________

Cooperative Teacher’s                                                       Date

Signature

 

Date

Nature of Observation

Time In/Out

Teacher/School

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

_______________________                                    ____________

Cooperative Teacher’s Signature                                     Date

 

_______________________                                                                

Student’s Name

 

Field Experience Journal

YOED 3050/YOED 4000

 

 

Middle Tennessee State University

 

          As partial requirement for YOED 3050/YOED 4000, each student must complete a field experience in at least two diverse public school settings at both middle and high school levels (minimum 5 hours each).  In order to build a knowledge base regarding classroom management, discipline, and meeting the needs of a diverse student population, students will observe and analyze classroom situations in these locations.

          The Field Experience Journal will assist students and act as an educational tool in guiding students through the placement.  An observation guide is included along with observation log sheets, suggestions for reflective practice, and various focus assignments that must be completed.  During the experience, observe the classroom setting with regard to diversity, classroom management, and discipline.  Please feel free to ask the cooperating teacher at each location questions regarding the discipline policy in place and what techniques work best for the students involved.  After each visit, enter reflections in the field journal.  When recording data involving public school students and teachers, be sure to use only the first name of the student and the term “teacher.”  Information recorded in the journal should be factual.  Refer to the focus assignments and suggestions for reflective practice after each visit.

 

University Contact:  Dr. Tammie Brown, 898 2128, tsbrown@mtsu.edu




 

Activity 1

 

Focus:  General Classroom Information School_______________

 

Subject:____________Date:______Time:(hrs/minutes)_______

 

Number of Students:______  Male:_______  Female:________

 

Ethnic Groups Represented: ____________________

 

Number of Special Needs Students:_________________

List Types of Special Needs:

                                                __________________________

 

                                                __________________________

Description of Observation:

 

 

 

 

Reflection:  Describe one aspect of your observation that made the greatest impression on you with regard to classroom management and/or discipline techniques.  Explains why it impressed you.

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2

Focus:  Time Management and Teacher Proximity

 

School:______________________________ Date:________

 

As you observe a lesson being taught, prepare a time-line that shows tasks and activities—both teacher and student—that occur from the beginning to the end of the class period.

 

 

 

 

 

 

 

 

 

 

What was the ratio of teacher-directed (lecture, directions, teacher lead discussion) to student-generated (small group work, peer collaboration, independent work) learning time?

 

 

 

 

 

 

 

 

 

 

 

 

Draw a classroom diagram indicating each student’s desk.  Place a “T” to denote where the teacher is standing when the lesson begins.  Use a “Dotted-line” to show the change in the teacher’s location throughout the lesson.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection:  What effect do you think the teacher’s use of proximity and movement has on student behavior?

 

 

 

 

 

 

 

Activity 3

Focus:  Classroom Management

 

School:_______________________  Date:___________

Observe the teacher and class engaged in a typical lesson.  Note each type of verbal and nonverbal signal, which the teacher uses to help elicit appropriate student behavior.  Signals might include expressions, focusing attention on an instructional aid, gestures, teacher movement, words, phrases, etc.  Indicate specifically what signal was used.

______Verbal_Signals_________Non-Verbal Signals_______

                                                

Length of Observation/Lesson:__________________

 

Subject:__________________

 

Number of Students:_____________ Male:_____Female:_____

 

Ethnic Groups Represented:_____________________________

Reflection:  Which of the signals used appeared to be most effective?  Explain.

 

 

 

 

 

 

 

 

 

 

 

 

Are there other signals that you would have used if placed in the same situation?  Would these additional signals have been more effective?  Explain.

 

 

 

 

 

 

 

 

 

 

 

 




Activity 4

 Reflection

 

Focus:  Building a Personal Discipline Philosophy

Read over your reflections and observation notes recorded throughout your site visits.  Which discipline model (or combination discipline models) did the teacher use?  Using the material presented in class and the models described in the text, described the philosophy that the teacher employed.  Be sure to cite references from the class.

 

 

School:________________________

 

Discipline Model/s:__________________________________

 

Explanation:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Repeat Activities 1-4 for the second observation

 

 

Overall Reflection:  Which of the teachers observed was most effective in terms of classroom management and discipline?  Explain.