A Reflection Of Observation In The Classroom Behavior

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

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

Today was my first day in my elementary education field placement, which was in Kindergarten. I did not know what to expect in the Kindergarten classroom, so I went with my knowledge learned from my textbooks. The classroom was a warm and inviting room that made you feel happy and comfortable. The classroom was filled with brightly colored posters that pertained to many different academic content such as a number line, an alphabet, a calendar, different vin diagram charts, how to make words by letters chart, math procedures, ways to read, need to know words, how to sound out words, and a behavior chart. The room was like a magic learning palace.

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

There are so many opportunities and lessons I have been taking away from this observation experience. First, being the importance of structuring a classroom

My last set of observation hours were done at PJ Jacobs’s Jr. high grades 7-9, located in the Stevens Point school district. The teacher I observed at this school was David Hauser. Prior to this practicum experience I had no knowledge about David, or any knowledge about the Stevens Point school system. David seems to have a very strong background in team sports and athletics among the Jr. high school and high school levels. I feel David’s involvement in sports reflected strongly in the way he managed the classroom, supported student learning, incorporated different teaching styles, and ultimately lacked the ability to maintain students attention resulting in irrelevant play and poor classroom behavior from students.

Prior to my observation, I was eager to have an opportunity to observe a class for an entire school day. While I certainly have a background working in school settings, I have never been able to focus on understanding and evaluating the different aspects of the school day. For my observation, I was placed in an inclusive fourth grade class. Two co-teachers ran the class of eighteen students.

Today I had the opportunity of observing a left above the knee amputation, which is removal of a body part. This patient was a diabetic with neuropathy and had a wound for several years in his left leg that was severely infected, which was compromising blood flow to his left leg. First, the patient was sedated with general anesthesia followed by prepping and scrubbing the patients skin. Thereafter, the surgeons marked lines on the patient’s skin to guide them in what areas to incise the skin. As the surgeons, were cutting through the skin, I saw that they carefully divided the muscles and clamped then cut the blood vessels to stop the bleeding. Once they reached the femoral bone, the surgeons then used a bone saw to transect the bone. Once

Standing in front of about 20 beaming eyes staring at me I struggled to keep my composure. “You teach the class!” I was just a small child in the fifth grade. I was stuck inside a deep hole that I had no control over. “Well? What are learning?” At that moment tears started rolling down my cheeks and my head was in the dumps.

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

the classrooms that I visited. The most prominent of them was the use of word walls.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four

I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two