Journal of my experience at Homewood High School in Birmingham, Alabama. I spent 21 days throughout my fourth semester at this school where I carried out an action research project with a 10th grade history class.
The contents of this journal deal with all kinds of experiences I made, not only those concerning the project work.
Table of Contents
- Day 1: 09/13/2007
- Day 2: 09/18/2007
- Day 3: 09/20/2007
- Day 4: 09/25/2007
- Day 5: 09/27/2007
- Day 6: 10/04/2007
- Day 7: 10/09/2007
- Day 9: 10/18/2007
- Day 10: 10/23/2007
- Day 11: 10/25/2007
- Day 12: 10/30/2007
- Day 13: 11/01/2007
- Day 14: 11/06/2007
- Day 15: 11/08/2007
- Day 16: 11/13/2007
- Day 17: 11/15/2007
- Day 18: 11/27/2007
- Day 19: 11/29/2007
- Day 20: 04/12/2007
- Day 21: 06/12/2007
Objectives and Key Themes
The objective of this journal is to document the author's experience as a student teacher in a 10th-grade history class at H High School. The journal entries detail observations of classroom dynamics, teaching methodologies, and student behavior. A particular focus appears to be on addressing the issue of incomplete homework assignments.
- Classroom Observation and Analysis
- Teacher-Student Interaction and Dynamics
- The Role of Homework in Student Learning
- Cultural Differences in Educational Practices
- Student Engagement and Motivation
Chapter Summaries
Day 1: 09/13/2007: This entry details the author's first day at H High School. The author describes the school building as clean and well-ordered, and the staff as friendly. The author's meeting with their mentor teacher, Tom Esslinger, is described, and their shared interest in addressing the issue of incomplete homework assignments is noted. The day concluded with a history class observation, providing initial impressions of classroom layout, teaching style, and student composition.
Keywords
Student teaching, classroom observation, teacher-student interaction, homework completion, high school history, educational practices, cultural differences, classroom management, student engagement.
Frequently Asked Questions: Student Teacher Journal
What is this document?
This document is a comprehensive preview of a student teacher's journal. It includes the table of contents, objectives and key themes, chapter summaries, and keywords. The journal details the author's experiences as a student teacher in a 10th-grade history class.
What is the journal's main focus?
The journal primarily focuses on the author's observations of classroom dynamics, teaching methodologies, student behavior, and specifically addresses the issue of incomplete homework assignments.
What are the key themes explored in the journal?
Key themes include classroom observation and analysis, teacher-student interaction and dynamics, the role of homework in student learning, cultural differences in educational practices, and student engagement and motivation.
What is covered in the Table of Contents?
The table of contents lists journal entries for specific dates spanning from September 13th, 2007 to November 29th, 2007, and also includes entries from April 12th and June 12th, 2007. Each entry represents a "day" in the student teaching experience.
What does the chapter summary of Day 1 cover?
The summary of Day 1 (September 13th, 2007) details the author's first day at H High School, including their initial impressions of the school, their meeting with their mentor teacher (Tom Esslinger), and their first observation of a history class.
What are the keywords associated with this journal?
Keywords include: Student teaching, classroom observation, teacher-student interaction, homework completion, high school history, educational practices, cultural differences, classroom management, student engagement.
What is the overall objective of the journal?
The objective is to document the author's experiences and observations as a student teacher in a high school history classroom, with a particular focus on addressing incomplete homework assignments.
- Citar trabajo
- Johannes Vees (Autor), 2007, Journal (21 days) of my experience at an American High School, Múnich, GRIN Verlag, https://www.grin.com/document/139856
