Classroom Observation

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.

The desk arrangement in the classroom will be flexible. Desks will be arranged into various formats to align with the intended learning objectives of a lesson. Desks may be placed in groups to promote collaboration and cooperation. They may be organized in a peanut formation to promote student-student and student-teacher discussion.

The observation took place in a self-contained classroom in a public school. Within this classroom the student ranged from first grade and the oldest was in sixth grade. During the time of the observation two learners remained in the classroom and the observer was told that those learners spend the majority of their day in this setting. Three other learners participate in the self-contained classroom as well as an inclusive setting for parts of the day. The time spent in inclusion was not observed.

For the month of March, I’ve had the pleasures of observing a second grade inclusion class. The class was made up of 25 students: two inclusion students, two at risk students and four students with IEP’s. I observed the students during reading, writing and math.

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.

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

Classroom Two is also an Elementary special day class Ms. Lopez is the teacher, she has been teaching for 5 years. She has a Masters with her special education credential. She is Bilingual she speaks English and Spanish. The children she services have speech and language impairment and on the spectrum for Autism. The classroom ratio is one adult to two children. She had two instructional aide and 6 children in the classroom.

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.

On October 01, 2017, I had the pleasure to observe a wonderful two-year-old class, they were outside on the playground for morning recess at 9:00 a.m. the teacher called for all the children to get on the gate, so they could go inside. Upon entering the building, the children walked quietly down the hallway until they reached their classroom. I noticed that almost everyone went immediately to the restroom area and had a seat on the floor, however there was one little boy who went straight to his water cup and being drinking. The teacher called him over to join the class and he being to cry saying, “I’m want water” so the teacher allowed him to wash his hands first, he turned on the water placed a small amount of soap in his hand, rinsed, turned off the water with his hand and ran out of the restroom.

Today I entered into the classroom to see the students placing their homework on their desk and working on “Word Ladder”. A “Word Latter” is an exercise that asks students to brainstorm a word and reshape that word multiple times to be other words. When they were finished with that, Mrs. K. handed out new homework to be put in their homework folders. Then she went over the answers to last night’s math and social studies homework. Mrs. K. was expecting the bus to arrive at 8:30 for the field trip but instead it arrived around 9. As the class finished discussing homework, Mrs. K. handed out bag lunches and asked students to put their backpacks and coats on the back of their chairs. Then the class waited for the bus. When the bus arrived, students

The classroom I observed was my own rising third grade summer school classroom that I am working in for my summer placement. The classroom is typically a kindergarten classroom throughout the year, and is full of vibrant, engaging color. When we arrived to the classroom on the first day of the summer placement the walls were blank canvases as the previous teacher had taken all of her resources down. Due to the nature of our coursework, we primarily filled with anchor charts focused around classroom management; this being at the expense of any content directly related to math concepts or math fluency. In the classroom is a cart full of small laptops – enough for each student in the class. During summer school, math is primarily taught through these computers through a software game based learning program. The students have been working on these computers at this point for two weeks and the majority of the students seem to be able to run the programs themselves. The students work on

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