Abstervation Of A Classroom Environment Observation In Elementary School

1. Describe the organization and physical setting of the classrooms you observed. Pay particular attention to safety and accessibility, the physical arrangement of the room, the classroom environment and appearance (Danielson 2e):

Observing is a when you watch something very carefully and closely. I had to observe two classes close to my major. I want to become an early childhood Intervention specialist meaning I want to work with little special Ed students. I observed a middle school and elementary school class. In my middle school class which was 6th grade, it had many students who had IEP’s to 504 and had some accommodations. In my elementary school class, I observed a kindergarten and first grade Special Ed class, which was much smaller and had all boys. The students got all the accommodations they needed from shortening test to if they need a break in the middle of class. Both classes were very different in their own ways. Therefore, I will talk more about the observations with the goals they had, their unique learnings, assessments, technology, teaching strategies, resources they teachers had, and my perspective on the whole observation.

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.

The classrooms are separated by shelves and a small plastic door. Each small room is divided into different activity sections. The room I observed was the smallest of the four. It was divided into two sections. In the first section was composed of a table surrounded by eight chairs. Around the table there were shelves with toys and learning materials. Some of the learning material that could be found on the shelves were construction blocks, simple puzzles, and writing materials. The second section is covered by a carpet. Two of the walls are made of shelves and a third wall is covered by a board. In the shelves you can find books, music instruments and toys. The board is covered by the letters of the alphabet and corresponding

For my observation, I observed a second grade general education classroom at Emmanuel Children’s Mission. The day of my observation, I met with Mrs. Cooper, the classroom teacher to go over the purpose of me examining her classroom, which is to observe three students. I observed two boys and a girl, one African American boy and the other boy and girl were Hispanic. They all were seven years old. Student A, the African American boy according Mrs. Cooper, he is on the spectrum and receives small group instruction through RTI. Student B, who is the Hispanic boy he is learning well thus far, without any signs of a learning disability and so is student C, the girl.

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

Observing a third-grade classroom environment was interesting to find out what they do on a daily basis. Some of the examples of physical development would be kids would be building also dancing around and also running outside playing with the kids. Another aspect of observation of kids at the daycare was cognitive development and how they use interaction, directions, and behavior.

Upon arriving at the school, I am led to Mrs. Casper’s classroom. It is her conference period, so there are no students. She takes me to the cafeteria where we buy lunch and then we head back to her class to eat. When the bell rings she takes me to a Mr. Hall’s 12th grade Anatomy and Physiology class. The classroom is set up as a combination between lecture and lab. In the middle of the room are 5 rows of desks facing a large whiteboard and projector screen in the front. There are several lab tables and equipment located on the right side of the desks, and the teacher’s desk as well as some supply closets are located on the other side.

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.

When I first walked in, a lot of memories crossed my mind; I started remembering my elementary school with the smell I absorbed. The smell of hand sanitizer filled the cafeteria. When I walked in the office to sign in they all welcomed me with open arms. I was nervous going there for the first time not knowing what to expect. While I was making my way to the classroom, I was thinking how would the kids react when the saw me. I entered the class the kids were already solving math problems; so they didn’t notice me, which made it easy for me. I started making my way to the kids and introduced myself. Some of them accepted my help. However, some were very distant. I am really excited to see what the kids have to offer and how they will open up

Ms. Collin’s class had lots of books placed throughout the classroom. There were also many comfortable places for the students to read. She has a word wall and alphabet center both easily seen by all students. I observed Ms. Collin’s class during an interactive read aloud. The students sat on a big rug in front of the teacher and listened as she read the book, How Rocket Learned to Read. Before she started reading she asked the students a few questions about the cover of the book. She choose a student to point out and read the title of the book, She asked the students to tell her where the author’s name was on the cover, she also asked the students what word to look for while searching for the author’s name. She called on several students to predict what they thought was going to happen in the book based on the cover photo and the title too. Throughout the book the teacher would allow students to finish sentences, predict what was going to happen next, and take notes on a chart divided into two sections; what we think and evidence. She discussed with the students what certain words mean throughout the book as well. After Ms. Collins was done reading, they had a whole group conversation about the notes they wrote on the chart.

Adapted from Reaching rockets (n.d.) to fit the literacy outcomes will be done as a

Previous to the activity, I was there before the children to help prepare the classroom for the day and get my activity ready. I sealed shut three, one gallon zip lock bags filled with three different colored paints including: purple, red and green. Before choice time I taped them down and set out the cards with the children's names and pictures. There were nine children in the classroom today and had six children participate. It was a big turn out and each child stayed between five and ten minutes each. The children who participated included: Jocelynn, Romeo, Luk, Brody, Emily, and Mckenna.

I observed Mrs. Ruffs First grade class at Carlin Park Elementary. The class consisted of 11 girls and 11 boys. While I watched the class, I focused in on trying to notice the difference between the two sexes. I observed that the girls and the boys are similar in the way they carry themselves. They were both very active in the activity they were playing. The activity they played was a version of tag that there was one person it and they all needed to run away from the tagger and if they were tag, they turned into a zombie where they crawled around trying to tag other people that were still in. The catch of the game is that everyone needed to run on a line in on the gym floor. Boy or girl, they all were very energetic in not wanting to get tagged. The boys sometimes went off track and didn’t pay attention to directions as much as the girls did but for the most part, the instructions were explained in detail that the first graders could understand the game and have fun playing it.

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