Methods of Teaching from the Science Wing

In an effort to gain a better understanding about how other classrooms are run at Derry Area High School, I was assigned to perform an observation in a science classroom. At the conclusion of my visit, I realized there's much purpose behind this assignment. Simply because agriculture is an applied science; therefore, there are a lot of connections that can be made to the delivery and management to each classroom. 

Yesterday, I was able to observe Mrs. Dorazio’s Astronomy and Conceptual Science courses, primarily 11th grade students. Conceptual Science is a course created for those students who are not interested in taking a traditional Chemistry or Physics course. Therefore, this course is a combination of both subjects. I appreciated getting the opportunity to observe how Mrs. Dorazio implements multiple teaching methods and management techniques throughout her classes. Additionally, I appreciated her enthusiasm, and ambition to make her classroom a positive learning environment for her students.

Mrs. Dorazio's Astronomy class engaging in a lesson
 about constellations. 

Mrs. Dorazio’s enthusiasm and ambition created an engaging lesson. In Astronomy, the lesson was based around Constellations, while the Conceptual Science lesson was based on Newton’s 1^st Law of Motion. It was evident throughout each class that Mrs. Dorazio had well established classroom routines, something that I want to strive to build in my own classroom. This routine is very precise, but flexible. Students enter the room, retrieve their science notebooks, complete bellwork, engage in lesson, and complete their ticket out. Overall, this routine is well established which allowed her to effectively manage class time.  Mrs. Dorazio has done an amazing job with having students understand her classroom procedures and expectations to create a positive classroom environment.

Students investigating
Newton's 1st Law

Also, to create a positive learning environment, Mrs. Dorazio utilized multiple teaching methods. For example in the Conceptual Science class, praise was often given to students on task. In fact, the students who completed bellwork immediately /accurately had the privilege to go around the room and help students. Once the bellwork was completed Mrs. Dorazio introduced the lesson by talking about NASCAR, which created interest and investment in discussion from most students because they enjoyed NASCAR. After the discussion, Mrs. Dorazio presented a demonstration. However the demonstration was not a step to step demo. Instead, the demonstration was utilized to provide clarity in instruction for aspects of the experiment. The clarity she provided up front was worthwhile because she had more time to  help students dig a little deeper into the lab by providing follow up question instead of answering and clarifying  small details. 

Additionally, Mrs. Dorazio utilized several tools to effectively manage the class time.During labs students were held accountable to complete tasks by a digital count-down clock on the screen. She also posted her class agenda and objectives on the board, so students understood the plan and goals for the day. Additionally, Mrs. Dorazio's organization of her science notebooks provided a guide for each lesson. Considering Derry Area High School has forty two minute periods, strategies like these help maximize learning time especially when engaging in hands on laboratory experiments.

All in all I am thankful l for this opportunity to view classroom management techniques, teaching methods and tools from a different perspective. However, I could easily see myself implementing all of these into an agricultural classroom (especially the science notebooks). 

Obviously, I am not a Mrs. Dorazio so I have not mastered classroom management techniques and tools in my classroom. However,  I am excited to take these techniques and tools, and add to my teacher toolbox, so I can use them in my future classroom.