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Secondary Field Notes - Alex Fafara Permission to do 3...

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Alex Fafara Permission to do 3 Observations at 4 hours each. Field Observation #1 Context Friday, April 8, 2011 8:00am-9:15 a.m. 6 th Grade Periods 1 and 2: Math Lesson Objective: to review fractions, mixed numbers, and how to change a fraction into a mixed number, or vice versa. The morning starts with the Teacher greeting the students at the door and wishing them a good morning. Yesterday the students took a test, so I begin by assisting the teacher in arranging the desks back into their usual positions, rows of three or four desks each. The students begin the lesson by answering the questions on the board in their math journals, with the object to have an answer to review on the board. Description After all of the students have finished answering the questions on the board in their journals, the teacher asks them a few questions. Which problem was easier? Why was it easier? The problem that added one number to a mixed number, rather than two mixed numbers together, was much easier. She then shows the students that 1.7 and 9&2/5 are both mixed numbers, as well as how to add two mixed fractions together. The students show that they know how to find the Lowest Common Denominator and the Lowest Common Multiple, and say the process along with the teacher. It is at this point that the teacher takes a break from listening to the math reciting from the students, and begins handing out permission sheets for the class trip coming up in June. She reminds the students that she is collecting all the money from all of the students. She reads the sheet aloud, giving instructions on what to underline, so that the students’ parents know how much they need to pay, by when, and what the students need to pack. While the teacher reads the sheet, the students are relatively quiet, following her directions. They have a lot of questions about the packet, especially on rules about electronics, money, and clothing. The teacher then explains that the class trip will have a math lesson, including determining how many feet of pavement are used on the bridge they pass while circling the Statue of Liberty. The explanations of the sheet and the lesson take about twenty to twenty-five minutes. After the permission slips are put away, the teacher goes over last night’s homework by reading off the answers to the even questions while the students check their own work. She finishes and then asks if anyone has any questions, but nobody does. She then says she did such a good job teaching that she wants to give herself a pat on the back. One of the girls then asks for the answer to number 18, which was already on the board. The teacher then calls four of the students to the board to do number 18, and then she sits in a desk at the back row, saying, “I’m doing too much work and you’re not doing enough, come on.” After three of the four students are done the teacher heads to the board, allowing them to go back to their seats, and goes over the problem again. A different student asks to do another problem, and so the class does the problem at their
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