Classroom Observation Of Ms. Acevedo

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

Tuesday was my first day in my general education classroom. When I arrived, there was a substitute in my classroom for the first half hour of the day, because Ms. Keane was in an IEP meeting. The substitute and the paraprofessional showed me around the classroom and told me about some of the students. There are 20 students in the classroom, and two of them are English language learners.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

The third grade class contained 30 students, some in which were ELL’s. The ELL students get pulled out at various times throughout the day. The classroom set up is arranged in 5 different tables that contain a cluster of about 6 to 5 students each. The students are placed at random but, some are placed far from students that they may not work as well together. Throughout the classroom, student’s work is up for display, inside and outside the classroom. Different students are given different jobs that they are responsible for each day. This allows the students to be active learners and hands on. The school makes each class have at least one

Monday, January 29, 2018, was my first day at Saraland High School and it was my first day of observations. Saraland High School is located in Saraland, Alabama where it is a part of the Saraland City Schools School System. Saraland High School has a student population of approximately 1,000 students. The teacher that I will be observing for this semester is Mr. Kendric Cook. Mr. Cook teaches Health to 10th graders. Mr. Cook has been teaching and coaching for 6 years and this is his first year teaching at Saraland. On my first day, I got to observe Mr. Cook and his teaching styles. Mr. Cook told me before he started his lesson that he considers himself to be a non-traditional teacher. He likes to sit at his desk or sit on top of the student desk when he teaches because he really wants to make sure that his students are engaged in the lesson. Mr. Cook told me that when he was in school his health teacher would just sit at his desk and he would not really “teach” and he

It is a third grade classroom of 20 students (8 girls and 12 boys) seated in 5 groups of 4. Most of the students are of Hispanic ethnicity, and the teacher can speak Spanish fluently and uses this skill when deemed necessary. Some students are also Caucasian, and there are a couple of African American and Asian students as well.

They require a variety of supports, such as homework assistance, as they progress through the school curriculum. A large number of students in the classroom are Polish and they come from upper class families. The physical arrangement of the room is similar to a traditional classroom, but instead of single desks she uses rows to foster collaboration between students. For instance, the teacher has her desk to the right of the room with two steps of separation from the students. There are six rows in total containing three seats in each row. The space allows the teacher to walk freely throughout the classroom and give each student individualized attention. In addition, the general education teacher makes sure to label folders, books and testing material with student names. There are two additional assistant teachers in the classroom including myself. We provide assistance to the general education teacher on different days, but work collaboratively when

The students and staff alike work together and collaborate to make the learning and experience of school meaningful. The teachers in each grade band are close and have been working together for many years. Even though the school is only 15 years’ old many of the teachers have been here for seven or more years. The kids are all different in everything to culture to learning types. The students in the class range from kindergarten levels all the way up to about 9th grade levels, even though this is a special education class. We have seventh and eighth grade students only in this class. There is one student with Downs Syndrome, a few with a specific learning disability in reading, math or both. We also have a student in because he is the “trouble kid”. This specific individual is incredibly smart but he has behavior problems and he can be difficult to teach or otherwise have in class. The atmosphere here in the class is different than in the individual classes. There is none of the regular gatherings of students in this class. Everyone is helpful, caring, accepting, kind and joking with one another.

Ms. Castrovinci classroom was very welcoming, she seems to have a really great connection with her students. Ms. Castrovinci first grade class at Galaxy Elementary School has 20 students. Eight of her students are female and fourteen are male. Ms. Castrovinci classroom was full of diversity and featured students from different ethnic backgrounds. Four students are European, Three students are Hispanic and thirteen are African American. The classroom’s diversity, ethnic background consists of Hattians, European's from Ukraine, Russia and religions were Catholic, Jewish and Creole. Among the twenty students in Ms. Castrovinci classroom two of the students had ADHD, one had down syndrome and eleven students have speech and language problems or

"Thank you teacher". That is kids that’s getting the attention they need from there teacher that's something you wont get that in a larger class. If you are in a class with a class set of 32 would you get the time to talk to your teacher about how to do the work ? Will she have the time

The teacher will display the whiteboards, erasers, and markers for each students and self on the table.

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.

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.

needs are met and they feel as if they are respected by the teacher. Mutual respect is once again

I observed Ms. Velasquez 1st period class, I had to observe this period in two days because this class period is shorter but they are seen every day. On the first day, Ms. Velasquez greeted the students at the door and the students interned the classroom and did their daily routine. Since that this is the first period of the day, they do eat breakfast for the first few minutes, then the teacher told the students that deadline for report cards grade were coming up. She gave her class the opportunity to make up anything that they were missing by showing up her tutoring hours, but no later than that Wednesday. She then transitioned the class into taking notes, the lesson for the day was: how to solve for y. The lesson was done on the smart board, but today I notice that my teacher had a device that let her write on the board as she moved around the classroom. I noticed that she would look around and monitor if the student were following along. She walked and stood near the back to a location see most of her students. After a few examples she let the students practice some problem on the whiteboard. When students were done, they would raise their hand to get their work checked by the teacher. The first two that were done and had the correct answer became a helper, which involved them checking their peer’s work. The teacher and co-teacher walked and answered any questions or clarified anything that the students needed. Teacher wanted to check for understanding so she