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.

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.

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.

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

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.

This is where I set up a positive classroom atmosphere allowing the students to feel comfortable learning and communicating with everyone. I will find a way to engage every student to each lesson taught. Educators need to know how to motivate their students. The class has a diverse group of students and I will be flexible to accommodate their unique characteristics. Discipline also helps the dynamics in the classroom. Having a good discipline program will make the students feel comfortable to express themselves when there are rules and consequences. When a student breaks a rule, it is important for me to follow through with the predetermined consequence. All the students will feel free to participate in discussions when they feel comfortable to voice their

On Wednesday, March 1, 2017 at approximately 11:35AM 2 male students approached me in the HAAS cafeteria and said Mrs. Mary Grace MCGUIRE, HAAS Nurse, needed me outside her office area. When I spoke with Mrs. MCGUIRE she stated there was a verbal argument between 2 female students while eating their lunch in the flex area adjacent to her office. The 2 females were identified as Chantal GUERRERO and Amanda CASTRO, both 11th grade students.

Last Friday, the November 6th, I did a Second Grade classroom observation at an elementary school for curriculum study and I focused on subject matter. According to the textbook, the authors stated that working with young children is exciting, exhausting, and rewarding. For teachers, to do job well requires to build a professional knowledge base that leads to effective teaching (Developmentally appropriate curriculum, p.40). The first preparation of the curriculum practice, a safe, spacious, and comfortable classroom is need to provide student a better learning environment that make students be more focus. When I walk into the classroom, I could see everything was in well-organized. The middle of classroom is couple groups of desks, it is as same as what we learned in the class that young children do not typically sit at desks in rows; the wall near the door was covered with some notes; the opposite wall had some poster with useful information on it; and there were many books below the poster. It looked simple, but it was big enough and built a good and safe learning environment for students.

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.

In my twenty hours of observation I have learned quite a bit about how a teacher does an ever challenging job, which includes monitoring students’ behavior, making sure each and every student is involved in an active learning environment, and creating a safe, yet creative classroom environment. The teacher I observed was amazing at her job, and by watching as she interacted with the students, I could see the impact that a teacher truly has on a student. I have even learned that classroom organization can change how a student learns, and during my observation the teacher shared with me that by organizing her classroom in a central facing manner, she was able to draw attention to herself as she stood at the focal point in the classroom. This allowed the teacher to draw the students’ attention to her and away from any distractions that may have arisen in the classroom. I had also noticed how organized other material was in the classroom from course related books to the classroom rules and behavior guidelines. The students seemed to follow the rules better in this classroom with clearly labelled and organized behavior guidelines and rules unlike other classrooms that I have observed in the past.

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

My observations took place at a public elementary school, called Middleburg Elementary School, in Middleburg, PA. At the school, I observed a first-grade class for a total of five hours spread across two typical school days. The teacher who I observed was named Lauren Cuatt. This first-grade class that I observed was composed of eighteen students and one teacher. According to William Ayers, “the learning environment is a complex, living reflection of a teacher’s values.” Therefore Mrs. Cuatt’s values could be seen in the classroom environment that she created for her students.

The environment of a classroom is the tone or atmosphere of the educational setting (Shochet & Smith, 2014). This tone is mostly set by the teacher of the classroom, but the students also play a role in the development of the environment. Characteristics of a positive classroom environment include organizational, instructional, and interpersonal elements (MacSuga-Gage, Simonsen, & Briere, 2012; Shochet & Smith, 2014; Spearman & Watt, 2013). The organizational elements include all classroom management strategies and clarity of activities and assignments in the classroom (MacSuga-Gage et al., 2012; Spearman &Watt, 2013). Next, instructional elements include engaging and explicit instruction, support in activities, inclusion of real world examples, and teacher feedback (MacSuga-Gage et al., 2012; Spearman &Watt, 2013). Of these items, Spearman and Watt (2013) emphasized the inclusion of real world examples as an intrinsic motivator for students, and the authors suggest that intrinsic motivation increases positive self-efficacy. Gilbert, Musu-Gillette, Woolley, Karabenick, Strutchens, & Martin (2014) also found that perception of environment increased motivation, which in turn increased scores on standardized tests. Finally, interpersonal elements pertain to teacher-student and student-student relationships. It is imperative that students have a perception of emotional support in the classroom as this is related to high academic performance and social