Classroom Observation

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

Based on my observation I noticed that the children were talked to in a respectful manner, they were asked various questions. York (2003) stated, “Children are naturally curios they base their ideas on appearance” (p, 28). The children freely explored their environment. The teacher were prepared and engaged with the children. The children were offered choices. The program was developmentally appropriate and encouraged human diversity. The areas were adequately arranged and were anti-bias. There was a great amount of diverse pictures in the classroom. The work of the children was different and you could tell that it was their creation.

Over the Fall Break vacation, I decided to conduct my field experience at CC Spaulding Elementary School. I had the opportunity to work with Ms. Sarah Ashley and Mrs. Williams’ Pre-K class. I had previously shadowed with Ms. Ashley, so she was eager to welcome me back. Over the days, I got myself acquainted with her students to make them comfortable with my presence. Luckily, they welcomed me in with no hesitation.

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

It has been an extraordinary privilege to be able to observe children at the Child Development Center (CDC). While observing I was able to make meaningful connections between the children’s behavior and the concepts, theories, and material covered in class. Upon entering the CDC, I was pleased to find that the booth was in a central location in regards to the classroom so that I could truly observe all aspects of the children’s interactions and behaviors. There was one main teacher three staff member active engaging and assisting in the classroom. The CDC was filled with ample amenities to entertain the youngsters including a play house, slide, small tables throughout the room containing different activities, colorful posters, and many more!All

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.

Sleep, attention, learning, and memory all go hand-in-hand when trying to improve the ability to learn and remember things. First of all, getting adequate sleep is beneficial in many ways. According to the National Sleep Foundation, adequate sleep for people age 18-25 is 7-9 hours per night. Getting enough sleep allows a person to have more energy to do daily tasks such as going to class and learning. The more sleep you get, the more awake and focused you will be during the day. Focusing your attention is also an important aspect of learning and remembering. Attentional focus basically means focusing on the things relevant to the task at hand and suppressing distractions. If you do not get enough sleep, your attentional focus will be decreased

This lesson was from the Math Investigation books that are provided to the teachers every year. This was the start of a new unit, which was unit five. I was a little nervous to start off the unit considering this would be how the students view the rest of the unit. I had some trouble reading about the lesson when I first saw it. I got a little confused and thought about why the cube train was involved. I ended up looking ahead and seeing how it fit in to other units and it made a lot of sense.

The teachers fostered strong relationships with the children through communication and guidance. The teachers used respectful and authentic speech when communicating with the children. They held conversations listening to the children’s thoughts and validating them. They did not speak in cute voices, but rather conveyed respect by speaking as they did to adults. The teachers also did not give praise through generic good jobs or thank you, but instead flooded the program with reflective and responsive statements as encouragement techniques. They stated desired behavior throughout activities for example: “Wow, you paint the whole page purple using the small paint strokes, you are going up and down.”, and “Thank you for washing your hands, I can see you scrubbed them really hard to make sure they were clean”. This took direct observation and stated direct feedback for the children to utilize, while validating the child as smiles crept onto their faces after being acknowledged. The teachers also formed meaningful guidance through familiarity with a child’s strengthens and hesitations, in order to facilitate a meaningful and variety of experiences. One child was constructing with blocks when the teacher placed the blocks in the save bin, so no one could touch it, pulling him to the art table. She proceeded to sing Patty Cake, while touching his hands to make the appropriate hand motions. Then the boy began to paint. Later, she told me she did this, because she knew he did not

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.

I walked into Mrs. Steckity’s classroom on the first day of preschool. There was other kids running around playing and yelling.

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 opportunity to observe students in the elementary school I once attended was very eye-opening. The elementary school teaches children who attend this school are kindergarten to fifth grade. The classroom I am observed are students between nine and ten years old and are currently in the fourth grade. When I arrived on campus there were many things that have changed and the relationship between teachers and students is a lot closer now than from what I can remember from the late 1990s- and early 2000 years. The school now displays murals and colorful art projects designed by students and displayed throughout the hallways.

For the last month, I have been volunteering at St. Francis Xavier for my Child Psychology and Development class. I have been volunteering in Ms. Kulander’s first-grade class that consists of 19 children; each between six to seven years of age. The scheduled classroom time is from 8:30 am to 9:50 am. I have the chance to observe these first graders the whole time and learn many things about them. The physical environment of the classroom I am volunteering in is very school appropriate and inviting. When I walk through the door, there is a cabinet and sink in the left corner, and if one would continue down the left wall, there is a clock and white board. After I walk through the door, to the right, the teacher's desk is in the corner and right

I observed a girls second grade classroom in Arie Crown Hebrew Day School. The class had 28 students. There was one head teacher and one teacher’s assistant in the class. Bathrooms were located down the hall and students did not need to ask permission to use them, however, only one student could leave at a time. Students lockers were located right outside the classroom, they can leave their coats and boots there if need be. The room was quite large considering the size of the class. There were five rows of desks, that sometimes would be pushed together into groups of four, and to the side of the class was a big carpet the children could sit on. Backpacks where hung on the back of their chairs