I had the pleasance of detecting Mr. David Knight. Mr. Knight teaches 2nd class at Bob Hope Primary School on Kadena Air Base. Mr. Knight and I decided that I would detect in the forenoon for three hours. I arrived at nine o’clock in the forenoon on Wednesday. November 9. 2011 merely as the pupils were settling for the forenoon. As I walked in the door most of the pupils were seated on the floor confronting the smart board. Those that were non seated were sitting in chairs or standing in the same country. Mr. Knight was in the centre of the kids. The desks were arranged in workstations with four to five desk at each station.
There were a sum of four desk workstations. Computers were in the back corner of the room set up like a little computing machine lab. Across from the door was an country that he referred to as the library. The pupils turned in accomplished work. retrieved worksheets. and worked on reading and little group undertakings in the library country of the category. Mr. Knight’s desk was to the right every bit shortly as you entered the door. This place gave him ocular entree to all workstations in the room. I entered the room with small distraction and took a place in the dorsum of the category behind the pupils.
I instantly identified the educational doctrine that Mr. Knight demonstrates. He demonstrates progressivism largely. but leans to a great extent towards societal reconstructivism. It was obvious in the first 10 proceedingss of my observation that he allows the pupils to be the centre of the educational procedure. He stressed teamwork in his responses during my interview. He feels that it is of import for all pupils to win at their ain degree. He creates minute of success by delegating a category leader. The Class leader’s duty is to take the category in declaiming common facts like the twenty-four hours of the hebdomad and the conditions.
Then the category leader led them in numbering by fives on the 100s chart. category fittingness. the school vocal. and the Pledge of Allegiance. Then Mr. Knight loaded the day-to-day proclamations on the smart board and the childs read the school mission statement. the school vision. and listened to the school proclamations. This clip of the twenty-four hours was referred to as “Morning Meeting” . I was impressed with the engagement of the category. They truly seemed to bask the forenoon meeting. I felt like it was a great manner to pattern teamwork. The category leader made all the determinations and the category had to follow.
When in uncertainty Mr. Knight would remind them that it is the category leaders occupation to teach and the categories duty to follow. I found it interesting that he ne’er took the power from the category lead. even when she was non certain or did non clear up waies. Mr. Knight let her lead and allowed her the opportunity to calculate out what needed to be done so that she could win. I personally would hold made suggestions five proceedingss into the forenoon meeting to acquire the ball peal. but he was wholly comfy with giving her the clip she needed.
I thought that was great and realized I may necessitate to work on placing times to help and when to step back and allow the pupil be successful. Mr. Knight stated that engineering is a valuable plus in the schoolroom when used decently and he used the smart board to back up merely about everything he presented. Making so required the childs to go forth their seats and travel to the smart board country. I felt like there was excessively much motion and it caused distractions and confusion at times. The pupils ne’er stayed in one topographic point for longer than 15 proceedingss.
Although I wholly fell in love with the thought of utilizing the smart board. I felt like there should be a better manner to integrate the board without holding the pupils move about so much. I would even travel so far as to state that rearranging the desk would extinguish this job all together. Mr. Knight told me that he follows the Love Logic schoolroom direction theoretical account. Jim Fay. Foster W. Cline. and Charles Fay developed love Logic. This method is supposed to put boundaries and topographic point the power of job work outing on the pupil.
Mr. Knight held private conferences with pupils that were non carry oning themselves within the boundaries of the schoolroom. I was non secluded to the conferences but I am non certain they worked. I observed the same pupils in multiple conferences with Mr. Knight within the three hours that I was at that place. While I will non travel so far as to state that it did non work. I will state that there should be an alternate to the private conference if the behaviour is non corrected. I think that the thought of drawing the pupil to the side and holding a private conversation about behaviour is a great thought.
It sends the message to the remainder of the category that the behaviour will be addressed and it allows the instructor to do a private personal connexion with the pupil. This will be a scheme that I use. but I will do certain to hold a back up because I can non pass the bulk of the twenty-four hours holding private conferences. Based upon what I observed and the manner in which Mr. Knight responded to the inquiries I would hold to hold that he is spot on in his theory and pattern. Mentions Love and Logic Institute. Inc. ( 2011 ) . Love and Logic: Skills for place. school and life. Retrieved from: hypertext transfer protocol: //www. loveandlogic. com.