Classroom Observation

There are seven groups (of tables) in the classroom. Each group has 4 chairs except the group in the middle: that one has six. There is a sufficient amount of space between the whiteboard and desks for the teacher to walk around. The teacher’s desk is located in the front by the whiteboard. The class has many Spanish posters, however the classroom is for different levels of Spanish ranging from Spanish 1 to Spanish 4. The room is safe and I do not see anything hazardous. The classroom environment is calm

I observed a sixth grade classroom (eleven to twelve years of age) at a middle school in Ringgold, Georgia. The classroom seemed to be fairly even in regards to how many children of each sex were in the classroom. The majority of the students were white with a few african american and hispanic children among the mix. The sixth grade classes did not have enough employees to only teach one subject therefore, the teacher that I observed taught language arts and mathematics. The first thing you notice when you walk into the classroom is the mathematical shapes all along the upper wall like a wallpaper border. These shapes were projects from her students in the years before. The next thing that you’ll notice is the way the desks were set up. They were set up in three separate groups. One group of around twelve desks faced the

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.

She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.

Observations at Columbia High School were collected in the Student Services department for 9th and 10th graders in the Huntsville City Schools (HCS) district. Students enrolled in this self-contained, special needs unit are supported by a curriculum design with prevocational transition targets. These exceptional learners work toward benchmark academic, behavioral, and vocational skills development.

First, do you enjoy teaching others? If so, teach something for which you have a deep passion.

One of the most notable areas of the classroom was the carpet. Throughout the day the students would gather on the rug for lessons that required the teachers to either read to the class or demonstrate a procedure, such as division during math. I found that the children were most enthusiastic about the lesson when assembled. When the students were not gathered on the carpet, they were seated at their desks. The desks were arranged in groups of five with the students facing each other. I found this setup interesting as grouping tables usually encourages student discussion, however, in my observation the students were never encouraged to share their ideas with their table but rather raise their hand and answer questions asked by the teachers. I plan to set up my desks in groups similar to how the teachers I observed have; however, I hope that I remember to use the layout of my classroom as a tool for my lesson plans.

The patient lives in Maple Grove, Minnesota with her father and mother. However, she also spends much of her time at the University of Minnesota where she attends school. Patient identified her preferred teaching method as listening to online videos and demonstrations. In addition, she like online activities in which she can pause, stop, and rewind because then she can listen to it again so that she can fully understand the concepts. A.B. strongly discussed her nervousness around large groups of people and wants to try to avoid any sort of gathering with groups if possible. Although the patient stated that she did not have any friends, she did also want to be able to have close friends. One resource that A.B. could benefit from is the website

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.

It was early in the morning and Mrs. Gault turned the light off in the main classroom and said we just needed to calm down for a while. About 10-15 minutes later she told me I could take some of the students in the kitchen/classroom and work with them. I ask Jacob, Nick, and Levi to go with me. We worked on our sheets All About Me. I talked with Levi about not breaking the crayons and putting them in his mouth like he did yesterday. I gave each student one crayon to color with. Levi was finished coloring and he broke the crayon and laugh at me. I ask him to get up and to come over to main classroom and sit at the desk and think about the choice he just made for a little. I went back into the other room and could hear Levi asking to go to

In my First-grade field classroom, there was an aid to help with classroom management. The aid was assigned to this particular classroom because of behavior issues of specific students. Some of the students sat close to the teacher’s desk, so she could keep a closer eye on these students. Even though there was an aid, there were students walking around the classroom, walking out to the hallway, and sitting at the teacher’s desk. The teacher would tell the students to do what they are supposed to be doing. However, the students would continue their actions. Also, multiple students were getting anxious. This is because they were supposed to sit at their desk working on chromes books the whole time we were there with little interaction from the

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

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