Classroom Observation Paper

This week I did both an interview and a small observation of my third grade host teacher's classroom. I was first able to interview my host teacher. Miss A does use many of the techniques for teaching words that were listed on my observation form. Specifically she uses crossword puzzles, dramatizing, word sorts, possible sentences and dictionaries. She also uses many techniques that are not listed on the observation sheet as well. She does a lot of repetition with her students. She has them right there words in rainbow colors, in vowels and consonants colors, in alphabetical order and many more that I didn't see. Miss a believes that " they are all useful for different students. Some students feel like crosswords are helpful and others feel like pictures are helpful" () I would completely agree with her statement in this regard. I do think it's good to have many different options for the many different students you have in your class. Miss a believed that there were a lot of benefits to wide reading. She make sure that the children are provided with a variety of texts especially her students who are ELL students. She mention specifically that it "helps build their schema for Content areas such as social studies and science and the vocabulary that goes with that."()

On Thursday, November 3, 2016, at approximately 10:51AM, I, Officer Larry Thomas was dispatched to Hooper, right at the bus stop, in reference to two males fighting.

This classroom was very organized and it did have a lot of things labeled. I recognized that the teacher had a lot of things in her classroom labeled. She had words like door on the door in the classroom. She used a lot of bright colors. I also recognized that the teacher did a lot of one-on-one with her students. For example, she did very small group activities and a lot of the activities consist of one-on-one activities. She allowed the children to experiment with the project. She stated that she like to have children to participate in morning discussion. This time allows her to introduce the new letter of the week. She believes that children learn a lot of literacy through song and dancing. The children would sing the songs as they played in the classroom. Some of them would dance to music.

The classroom observed for this assignment was a 4/5 year old (pre-kindergarten/kindergarten) room in a local day care. After researching the correlation between play, development, and diversity, many realizations came to light. First, there are different stages of play and they all correlate with the developmental stages. Then, diversity is found in every classroom, either positively or negatively effecting the room. Educators who are flexible with change and comprehends the levels of development for children are expected to create a positive and effective learning environment filled with play-based activities. Below show three scenarios of classrooms from infants, toddlers, and preschool/kindergarten room.

I observed at a daycare called Children's house, I have observed here before and I know the teachers very well. I interviewed a teacher that was formally called Ms. A now called Ms. C who has been working there for 10 years. The Children's house is a private, suburban daycare with 20 children. The room that I observed in is a 3 to 5 year old room. Ms. C had a lot of 3 and 4 year olds. 7 of her children are 3 year olds, 11 are 4 and only 2 are 5 year olds. in her classroom she has 4 children with speech problems and 1 child with a development delay. She has an aid named Ms. M who works with her during the day. Ms. C tries to make their jobs equal, Ms. C teaches lessons and Ms. M teaches other lessons. While they are at center time they have one teacher work on a activity and the other teacher will drift around and insure that the children are behaving well and are out of harm's way.

The children I have observed were adolescents and were going through the beginning stages of puberty. I used my knowledge about concrete operations to observe the students rational thinking and logical thought. For example a student was given a task to do their assign class work without any socializing with his peers. The student who I was observing, noticed his peers were talking during the assignment. He took the decision upon himself to look around the classroom and began to socialize with his peers. This particular student made his decision by using his rational/ logical which was influenced by his peers. He knew the assignment involved not socialize with his peers but he saw the others were talking around him, he then began to do the same.

Interactions between groups of people at sports events, especially on college campuses, have a large presence and seem to bring groups of people together. A group in sociology can be defined as people who interact with one another and who believe that what they have in common is significant; also called a social group. The audience ranged from children to seniors, from diverse race and age, but all seemed to share multiple norms and behaviors throughout the game that were fascinating to observe. The subjects, though very diverse subgroups in the audience are being studied, held similar norms and behaviors that created a sense of community among the audience, especially when specific obvious behaviors were reciprocated

My first observation was completed by my school professor. Going into the lesson, I really was not sure what she would be looking for when observing me. I felt this was a good thing because not knowing, I just taught the way I usually do and as nervous as I was, overall I was pleased with my performance and evaluated effectiveness as a teacher.

During the experiment of boys, I observed three men in the 20s who were talking about homework last weekend. During this experiment, A was on his computer talking about finances. B and C were locked into their computers without looking at A. The connection between the men seemed disengaged, as the DVD described. Most of what Deborah Tannan found is that the boys would sit at an angle. However, the participants had a couch, sitting besides each other. When they watch a movie, they would still talk and listen to each other, but would look at each other rarely at times. It lasted for a few minutes because they went to go eat together. In summary, they talked about sports and compared their teams over each other.

I got to observe my mentor teacher’s partner. She teaches math and science. I was very grateful to be able to observe a different content area. The teacher provided different techniques to accommodate the needs of each child. She provided a hands-on activity for the students who are visual learners. During my observation, my mentor was teaching about currency. She gave each student a quarter and magnify glass so students can observe closely what details are in the quarter. She then provided an anchor chart to write down students’ observations. For example, George Washington faces left on a quarter. The students got to observe each coin and discuss their

I returned to Mrs. Hengsbach's first-grade class, to finish up my observation requirement. The class was just returning to there room when I was coming down the hall. I was given a big welcome from Mrs. Hengsbach. The class turned around and I received so many hugs from the students it was wonderful. We entered the classroom and the students gathered on the carpet in the front of the class and the music videos began. It was time to practice telling time and the lesson began with a few songs and the students were having a great time. Once the singing and dancing were over, it was to the time centers. The students went to the computers, games around the room, and the station at Mrs. Hengsbach's desk. I again joined the group at the desk to watch

My partner and I had a lot of fun with the sensory activity that we planned and it went very well. The kids at KITE also really enjoyed it. We had several sensory bins with different colors and textures, and then allowed the kids to make their own bag with objects hidden in it to take home. One of our sensory bins was filled with black sand mixed with glitter and it seemed to be the favorite for most of the participants. A key concept that was reinforced through the experience of running our station was the importance of grading an activity up or down to create the “just right challenge.” We made sure to have several options available to increase or decrease the difficulty of making their own sensory bag so they would be engaged during the

At Cleveland Central High School, I had the chance to observe Ms. Silas. Ms. Silas teaches seventh grade World History, Geography, and Mississippi Studies. She mentioned that teaching all three subjects can be a busy job. Teachers who teaches secondary students would probably teach more than one subject. They would also come up with three different lesson plans to make sure students meet the objective goals. Although, she enjoys teaching, her best advice to me was about being prepared for anything. Secondary students can go through puberty and have many attitudes. Classroom management skills are important and I clearly seen that in Ms. Silas class.

This report will contain the observations and discoveries I made during the four hours I spent observing Mr. Hall’s 12th grade class, Mrs. McBride’s 9th grade class, and Mrs. Casper’s 11th and 12th grade classes of Corrigan-Camden High School. It should cover classroom management, teaching style, classroom organization, interventions, and any other notable findings. I will start off by describing what happened during my observation and then conclude with reflections about my time spent in the class.

Observing Mr. Bradbury class showed me the foundation tools of what is needed to be a successful teacher. The sport that I observed in Mr. Bradbury’s class was Badminton. Mr. Bradbury connected student’s prior knowledge by relating the paddle they use in badminton to the paddle they used in pickle ball when they used it freshman year. This correlation would help students get a better understanding how to hit with a badminton paddle. Mr. Bradbury emphasized on having a high success rate in his class. So, the first task he assigned was to stand in general space and connect the birdie(ball) with the racquet without hitting it. this introduces the motion students will use to hit the birdie. He asked the students to practice doing this five times. Once the students finished