Observation 4: Math Club Interaction

            For this particular observation, I was permitted to guide a Math Club group in a second grade classroom. The observation lasted one hour. During this time, I facilitated a math group that was concentrating on reading and using written math words. Within one hour, I had facilitated four groups of students.

            It was evident that in order to conduct centers such as these that ample management was considered. First, all of the centers had accompanying worksheets. Since the math curriculum is on a spiral based learning system, none of the centers were focusing on the same topic. Therefore, the teacher I observed had to have four activities for four varying curriculum topics. This meant that in addition to worksheets appropriate supplies and manipulatives were necessary to prepare before centers could begin.  

            Also, it was noted that all of the groups were based on ability.  Having this knowledge I was able to modify the worksheet and group activities to better suit each group. While some groups discussed the use of hyphens in number words, a few of the other groups translated what the number words looked like in a numerical fashion. This also took consideration on the teacher’s part. She had to take the time to group by ability while maintaining groups that could work together and not be disruptive.

            Time was a consideration that had to be addressed. Each group was to stay in their center for approximately fifteen minutes. However, consideration for transition time must also be considered. Therefore, the teacher had to develop activities and plans including any modifications that could fit within the allotted time for each group.

            The use of paraprofessionals and volunteers were incorporated within these Math Club Centers. This took another amount preparation before class. Each person working with a group had to be given a brief explanation of what was to be covered and how it was to be covered. This took around five minutes for the teacher to explain each center to the volunteers. While pre-active management was necessary for these groups to work successfully, even more preparation would be needed to facilitate these groups without aid from a paraprofessional or volunteer.

            Interactive classroom management was also observed. Within my groups, there were times at which the students had to be redirected to the task at hand. In another group, a particular student was disciplined with a warning when he or she misbehaved. This is also another essential aspect to successful centers. Without a solid and predictable behavior management strategy, the freedom to use centers would be hindered.

            Overall, it was a large undertaking from a management perspective to set into place strategies that were conductive to a positive classroom center experience. However, when done properly the classroom and math clubs were performed and completed in an orderly and productive manner.