Classroom Observation Analysis

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):

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry

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.

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.

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.

During the observation of Morning Meeting, I noticed that my mentor teacher separated the children by gender when the calendar helper counted the number of boys and the girls in the classroom. My mentor teacher asked the calendar helper to have either the boys or girls stand up first to be counted. When the children are getting ready to go outside or to the bathroom, the teacher has also the boys and girls in separate lines. I felt that there were other characteristics for the teacher to separate the children. For example, she could she could have asked the children stand up or line up based on their eye color, hair color, the color of their clothing, their favorite animal, or even the first letter of their name. If my teacher broadened the

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

On Thursday December 15th, 2016 I had the opportunity to sit and observe Mr.Warren's seventh period class. His seventh period is a English II honors, which he said would be the best class for me to observe. While I was there I observed many different items we have previously addressed in class. While I was there he touched on operant conditioning, reinforcement, punishment, extrinsic motivation, and classical conditioning. All of these items were shown in the short amount of time I was there.

The setup of the classroom in particular provides detail of her belief in the importance of organisation in the learning environment. For instance, the organisation of students names for maths groups are grouped in shapes that relates directly to the topic. The alphabet above board in the classroom is so that children can see the different sizes they need when they’re writing the letter, like a capital A has to look like a capital A and it’s not bigger than a lower case A (Sarah, 2003). This highlights that the belief in organisation from the teacher and structures including routines develop self-guided learning and increases the students’ motivation for learning as well as self-confidence in their own abilities. (Woolfolk, A., Margetts, K. (2007).

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.

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.

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.

For my classroom observation I had the opportunity of sitting in on a first grade regular education classroom. Listed below are the following that relates to the teacher’s classroom design.

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