Classroom Observation Paper

Do you ever find yourself wondering how you can form a better connection with your students? You are not alone. In her book, Bad Guys Don’t Have Birthdays, Vivian Paley looks for ways to improve her teaching methods and connect with the children in her class. After coming in contact with a school director that was a fan of promoting abstract thinking, Paley noticed that she was neglecting to take her students’ ideas into consideration and in many instances, focusing more on what she knew to be the answer rather than how her class solved the problem. To change her teaching style, Paley thought it would be better to immerse herself in the many different perspectives of her preschool class rather than presuming that she understands

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

This week I did both an interview and a small observation of my third grade host teacher's classroom. I was first able to interview my host teacher. Miss A does use many of the techniques for teaching words that were listed on my observation form. Specifically she uses crossword puzzles, dramatizing, word sorts, possible sentences and dictionaries. She also uses many techniques that are not listed on the observation sheet as well. She does a lot of repetition with her students. She has them right there words in rainbow colors, in vowels and consonants colors, in alphabetical order and many more that I didn't see. Miss a believes that " they are all useful for different students. Some students feel like crosswords are helpful and others feel like pictures are helpful" () I would completely agree with her statement in this regard. I do think it's good to have many different options for the many different students you have in your class. Miss a believed that there were a lot of benefits to wide reading. She make sure that the children are provided with a variety of texts especially her students who are ELL students. She mention specifically that it "helps build their schema for Content areas such as social studies and science and the vocabulary that goes with that."()

On Thursday, November 3, 2016, at approximately 10:51AM, I, Officer Larry Thomas was dispatched to Hooper, right at the bus stop, in reference to two males fighting.

This classroom was very organized and it did have a lot of things labeled. I recognized that the teacher had a lot of things in her classroom labeled. She had words like door on the door in the classroom. She used a lot of bright colors. I also recognized that the teacher did a lot of one-on-one with her students. For example, she did very small group activities and a lot of the activities consist of one-on-one activities. She allowed the children to experiment with the project. She stated that she like to have children to participate in morning discussion. This time allows her to introduce the new letter of the week. She believes that children learn a lot of literacy through song and dancing. The children would sing the songs as they played in the classroom. Some of them would dance to music.

The classroom observed for this assignment was a 4/5 year old (pre-kindergarten/kindergarten) room in a local day care. After researching the correlation between play, development, and diversity, many realizations came to light. First, there are different stages of play and they all correlate with the developmental stages. Then, diversity is found in every classroom, either positively or negatively effecting the room. Educators who are flexible with change and comprehends the levels of development for children are expected to create a positive and effective learning environment filled with play-based activities. Below show three scenarios of classrooms from infants, toddlers, and preschool/kindergarten room.

I observed at a daycare called Children's house, I have observed here before and I know the teachers very well. I interviewed a teacher that was formally called Ms. A now called Ms. C who has been working there for 10 years. The Children's house is a private, suburban daycare with 20 children. The room that I observed in is a 3 to 5 year old room. Ms. C had a lot of 3 and 4 year olds. 7 of her children are 3 year olds, 11 are 4 and only 2 are 5 year olds. in her classroom she has 4 children with speech problems and 1 child with a development delay. She has an aid named Ms. M who works with her during the day. Ms. C tries to make their jobs equal, Ms. C teaches lessons and Ms. M teaches other lessons. While they are at center time they have one teacher work on a activity and the other teacher will drift around and insure that the children are behaving well and are out of harm's way.

My first observation was completed by my school professor. Going into the lesson, I really was not sure what she would be looking for when observing me. I felt this was a good thing because not knowing, I just taught the way I usually do and as nervous as I was, overall I was pleased with my performance and evaluated effectiveness as a teacher.

Interactions between groups of people at sports events, especially on college campuses, have a large presence and seem to bring groups of people together. A group in sociology can be defined as people who interact with one another and who believe that what they have in common is significant; also called a social group. The audience ranged from children to seniors, from diverse race and age, but all seemed to share multiple norms and behaviors throughout the game that were fascinating to observe. The subjects, though very diverse subgroups in the audience are being studied, held similar norms and behaviors that created a sense of community among the audience, especially when specific obvious behaviors were reciprocated

During the experiment of boys, I observed three men in the 20s who were talking about homework last weekend. During this experiment, A was on his computer talking about finances. B and C were locked into their computers without looking at A. The connection between the men seemed disengaged, as the DVD described. Most of what Deborah Tannan found is that the boys would sit at an angle. However, the participants had a couch, sitting besides each other. When they watch a movie, they would still talk and listen to each other, but would look at each other rarely at times. It lasted for a few minutes because they went to go eat together. In summary, they talked about sports and compared their teams over each other.

Ana is a 10-year-old girl in a general education 5th grade classroom at an elementary school in the Bronx. With regards to her academic Ana struggles with reading and writing skills. Ana told me that she often needed individual assistance to complete her assignments both in school and at home. She also told me that she was taken out of her classroom twice a week to see a speech therapist. I selected this child for my observation because I wanted to see if she is able to adapt to different surroundings and concentrate in reading while being in a place with strangers. For children taking them out of their comfort zone sometimes inhibits them from giving their full potentials. Ana’s mother Sandra told me that in school Ana is talkative and easily

Participants were juniors enrolled in the AP Capstone Academy at a local high school in Guilford County. The participants of the study were randomly sampled from an index of all juniors enrolled in the AP Capstone Academy at the school. All juniors were listed in alphabetical order by last name and numbered 01-59, and using a random number table, thirty students were randomly selected, with a result of __ males and __ females. The selected individuals were then numbered 01-30 and randomly assigned to their treatment group through the use of a different random number table. The first ten selected individuals were assigned to the control group, the second set of ten were assigned to the plush dog treatment group, and the remaining ten were assigned

On a separate day, this observer examined the school age classroom at the child development center; the class had mixed age groups and consisted of children age’s five to twelve. Children began to arrive from their elementary schools at 2:30. The teacher sat down at one of the tables and instructed the students to get started on his/her homework from school, or to quietly read a book. At the time, there were only five children in the classroom. The teacher prepped afternoon activities while the children worked on homework assignments and chatted with their peers. The second bus arrived at 2:40 and more students flooded the classroom. Some of the students immediately began working on their assignments and others hovered around the teacher. The

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is