Classroom Observation Paper

Sports provide a reason to hang out with other people who enjoy watching, analyzing and cheering for the same teams. In the midst of a game, “you have guys hugging each other, cursing at the ref, and bonding by sharing a sense of commonality,” observes Edward Hirt, PhD., a professor of psychology at Indiana University. Even marriages, can benefit, too; nearly half of relationships get a positive boost from watching sports together (Kirchheimer, 2012, p.295). With social events centered on sports, it’s not just the shared sports, but the other shared areas of life that people happily talk about. Even commercial breaks can be a fun source of laughs and stories. Sports provide a way for new friendships to be forged and old friendships to be strengthened. Sharing good times together and developing friendships with fellow sports fans can increase happiness, which non-sports fans may not

The groups of people I noticed were the OSU marching band, the OSU fans, the cheerleaders, the coaches, and the opposing fans. I could tell a distinction between each of the different groups. The second concept I observed was the different racial groups of people in the stadium. The racial groups I saw were mostly of the Caucasian race but there were African Americans, Chinese, and Japanese people there to watch the football game. My family sat behind a few fans that were for the opposing team, the West Virginia Mountaineers.

Sports are played and viewed on the television by individuals from every social class, however, the general population is mostly accountable for the tremendous popularity of sports. People from all over the world watch popular social events, such as the

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.

Tailgating is that unique event of sports and leisure tourism. However, the bulk of the research on tailgating overlooks the social aspects of tailgating and focuses on the negatives of tailgating (i.e. Binge drinking) or the cost of tailgating. On the aspect of research on the social dynamics of tailgating little has been done. The intention of this ethnographic research is to understand the social dynamics of how people, tailgaters, interact with one another, whether the tailgaters are for the home or visiting team.

When I look at large groups, the first thing that I have experienced is my swim team when I was in high school. There were many things within our swim team that made it into a large group, a group characterized by the presence of a formal structure that mediates interaction and, consequently, status differentiation, such as the coach was the head of the group, followed with captains, then seniors, juniors, sophomores, and freshman (Conley 162). The formal structure that we followed was that the coach told everyone what to do and then from that, the captains helped refine the technique within the rest of the subdivisions. Similarly, when looking at the social dynamics, it was very evident who was the coach compared to the swimmers and who were

The structure of the classroom in which I was observed in had a warm welcoming and childlike atmosphere, which every preschool or head start classroom should have. As one should enter the daycare center, the first thing that is seen at the door is a bulletin board of all the teachers and staff at the daycare. Along with that is an introduction piece of the teachers for each classroom, it talks briefly about how long the teacher has been in their profession, as well how long they have been working at the daycare center, and what they love about working at the center. As you enter the classroom, there is the office and in front the office there is the cubbies for the student to put their jacket and things of that sort. Behind the cubbies are

We tend to think that bowling is a very simple and boring sport played by only older men. I did my fieldwork at a bowling alley during two different leagues to explore the different social interactions among bowlers. I learned that bowling is not limited to one specific age group or gender. I also discovered there is a unique hierarchy among the bowlers that is not determined by their age or gender. This social status is dependent upon their bowling average, type of ball used, and the weight of their balls. I found there were many other social interactions that occurred between smaller groups of bowlers such as teammates.

The location of my observational study is the indoor Prentice Café located here on Cobleskill's campus adjacent to Knapp Hall and Bouck Hall. My reason for choosing this location for my research paper is because this dining hall is a very active place with a convenient location to make observations. My goals are broad, my role as an observer s to observe the different people who enter this area, do they enter in groups or individually? What time is usually the most active? What appears to be their mood? One of my main goals during this study is to conclude the possible effects and impact that Prentice Café and other dining halls have on not only students but also on the campus as a whole. The amount of visitors that come here are diverse which

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

Group norms are shared beliefs and attitudes among a certain set of people. These beliefs include both personal and situational factors. Those who agree with and participate in these norms are welcomed into the group. According to Carron and Eys (2012) group norms are reinforced behaviors, beliefs, and moral standards that are expected among members in their group. These shared beliefs within the group lead to group norms. Group norms can be studied in a variety of settings from schools to athletic teams. Bruner et al. (in press), studied the perceptions of group norms in youth athletes during practice, competition, and social settings. This report also studied the personal and situational factors’ effects on a youth athlete’s perception of group norms and conformity to a group.

For my observation I decided to go to University of South Carolina Aiken. There I observed the men and women’s teams straight for two hours each, for five days long. While at the basketball game I observed the women first. The first thing I notice was the amount of people that were in the