Laurel Dell Elementary School

On November 8, 2016 the Ls 2000/3000 class went to Laurel Dell Elementary School

where we observed a male teacher and his fourth grade class. This was the first time my class-

mates and I were given the opportunity to observe a male teacher, and a teacher who went to

Dominican. We specifically observed TPE 3: Interpretation and Use of Assessments and TPE 5:

Student Engagement. TPE 3 has to do with interpretation and use of assessments. This means

that both informal and formal, along with formative assessments are kept in mind with the vary-

ing levels of cognitive demand to determine students progress. TPE 5 consists of clear commu-

nication of instructional objectives to students, ensuring student understanding of subject matter

and monitoring student progress toward academical goals.

Specifically looking at TPE 3: Interpretation of Assessments, I noticed how he kept this

in mind. It was very apparent that the TPEs were very important to him as a teacher to ensure

student success. TPE 3: Candidates understand and use a variety of informal and formal, as well

as formative and summative assessments, at varying levels of cognitive demand to determine

students progress and plan instruction. Candidates understand the purposes and uses of different

types of diagnostic instruments, including entry level, progress-monitoring and summative as-

sessments. Before the students came inside the classroom from break, he informed my class-

mates and I about where the students sit, and what the reasoning was for this. He mentioned how

his low students sit at the table near his desk sometimes to work, so he can give them the spe-
cial one on one attention they need. When I asked him what he meant by low students, he told

me that it meant the students who had a harder time understanding and grasping new concepts, in

order to build on the old foundation. He said that although the students who sat their were specif-

ic, he still allowed his stronger students to sometimes sit with them and help, in order to build

that connection student to student. He stressed the importance of going to classmates first before

going to a teacher for help, because in reality no one can just ask their boss questions every time

they are unsure of something. If classmates weren't able to help each other, students were advised

to ask the teacher. I think this is a great strategy not only for informal student assessment, as the

teacher can clearly see what students are grasping the concept, such as those teaching it to other

students, but also for peer reliance before going directly to the person giving you the work. he

mentioned how the easiest way to observe the students who are understanding a topic is int why

are able to teach another student what they just learned. And when it came time to formally as-

sess students understanding, that could be seen through the worksheet packet he handed out,

homework, tests and quizzes. He also respected that if his students didn't understand a concept,

he would spend an extra day explaining it and practicing it, rather than trying to just get through

all of his teaching requirements. Student success and understanding were on the forefront of his

mind and it was very prevalent.

The second TPE was TPE 5 which includes student engagement where teachers ensure

active and equal participation of all students. I noticed this when he would talk around the class-

room, spending an equal amount of time with not only staging students, but even those who un-

derstood the material. He made every child a priority and important, ensuring absolute and com-

plete understanding before enjoying on to something new. By making sure all students partici-
pated, he would call on students both with and without their hands raised, having some come up

to the board and solve problems, work together as a class if something was wrong, not being able

to do another activity until every person at the group table was done, etc. He emphasized the im-

portance of working together, engaging, but not giving the answers. He also knew that his class

does a better job and feels more motivated to work when music was played in the background,

which led everyone to being happier and participate in the lesson. When he thought a student was

not engaged, he would call on them and have them repeat what was just said, and if they didn't

know he would have them listen to someone else repeat it, and make the unengaged student do

the same. He had many ways of ensuring student engagement but the tally marks on the board

were the most motivating for students, as the more tallies their group receives, the better the priv-

ilege they get.

Im glad I had the opportunity to observe a male teacher before going into my profession.

I thought it was such a unique experience because of how he went to Dominican University, and

it gave me hope that one day I can teach in a classroom just like him, and that it is absolute pos-

sible. I saw how much he cared about his students along with the TPEs and state standards.

Knowing the TPEs and then seeing them in action inspired me and makes them even more im-

portant and interesting in my future as a teacher.