Classroom Observation Paper

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

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."()

This paper will be discussing a recent fifteen hour field experience I participated in which I observed a classroom which included many students of diverse ethnic and cultural groups. I will discuss any prejudices/discriminations I observed in the classroom based on ethnic and cultural diversity. I will also describe how this experience has made me determined to try to create a positive learning environment for students of diversity in the classroom.

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.

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.

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.

I am currently on our school-wide data team that uses data to find trends within our school population. One trend that became readily apparent to our team this year was that our move-in students were underperforming and that there were large gaps in their data due to the late entry into our building. Therefore, I wanted to delve deeper into this idea of mobility and how it impacts test results. I specifically wanted to look at this across the three middle schools in my district, Gahanna Jefferson Public Schools, because the three districts differ in student populations. I was not surprised by the results but rather reaffirmed in my thinking. I first wanted to see if certain schools would have higher mobility rates than others so I did a comparison of three years to see the percentage of students who were in the

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

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.

The purpose of this observation was to observe how elementary students learn with a focus on conditional conditioning, operant conditioning, the social learning theory, as well as phonemes, morphemes, and syntax. The observation took place at Karaffa Elementary School on March 29, 2017 and March 30, 2017. There were 3 groups of students from the Psychology class going to observe 3 different classes at KES. The observation on this date was in Mrs. Donnelly’s classroom at around 1:00 pm. The subject that was chosen to be observed was a female who was in the 2nd grade. Both days of observation consisted of the same topic which was telling time. In the next paragraph, the description of the subject and the classroom will be discussed.

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.

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

Walking into a room full of fourth graders is all but intimidating. Kids are not afraid to speak their minds, especially if they do not like something, so I was unsure how to approach them. Also, having to be in an authoritative role adds a lot of pressure. Since I am not around kids very often I did not know what to expect.

My observation hours took place at Montgomery Jr. High school during the month of October. Most of my observations took place on Wednesdays which were October 5th, 12th, and the 27th but one took place on Monday the 17th. Most were history, science, and math classes since they were placing me in multiple classes to observe. I switched classes the same as the students and it was interesting walking into the classrooms. Many of the teachers thought at first that I was a new student until they realized the slacks and probably got a better look.