Classroom Observation Paper

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

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.

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.

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.

As walk into the Preschoolers classroom, I notice the kitchen straight ahead with the door closed. To the right side of me, there’s a gate to divide the Preschool classroom from the Pre-K classroom. There are three sinks inside the classroom so that the students can wash their hands, two bathrooms, one for the boys and one for the girls. As I continue to observe the class, I noticed four rectangular tables with eight chairs to each table to left side of me. There is a big blue round circle shape rug that is placed in the middle of the classroom for circle time. The students have pictures displayed on a Daily Learning Activities Board (DLA) showing math, writing, science and art work.

The following discussions took place over several separate observations; the participants were three paraprofessionals, three special education teachers, and one assistant principal. The discussion centered on the Booktrack website and its usefulness for students receiving special education services. The paraprofessionals, Diamond, Karla, and Cindy, work in the Challenge program at Alameda High School in Jefferson County Colorado. One of the teachers, Dan, is from the same program and is responsible for eleventh and twelfth graders. The other teacher, Amy, works at Hamilton Middle School in Denver. The assistant principal, Deana, works for Dupont Elementary in Adams County 14.

My observation was done in a Kindergarten classroom for 3 hour when the children were eating lunch and playing. What I observed a child sit down at the lunch table and, points across at some of the children at the table, loudly saying, “You are not my friend, you are not my friend, to another child. I also saw this child then direct particular children where they are a post to sit according to who is a “friend and who is not a friend”. I watched the children change seats as told by this child. The children that were not aloud to sit with this child went and told the teacher (Atlas, & Pepler,1998).After lunch the teacher talked to the child about what happened in the lunch room and the child said not happened. So the teacher sat all the children down to talk to them about what she saw in the lunch. Teacher said that we all friends. That when we say words to other children it hurts their feelings and they are also bullying them.

She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.

The key units I am currently observing are practices that go around the computer science classroom at San Diego High. The practices I am observing are the recurrent categories of talk or action that I deem to have analytic significance. Every morning a practice Mr.Kinne engages in is starting class by greeting each individual with a beaming smile and inquire about their daily life or current grades. He reminds the class to not use electronics, listen to music, or wear hats/hoodies in the classroom. I notice he talks about this specific policy everyday, but never actually enforces the stringent rules. When students raise their hand to ask a question, Mr.Kinne pulls up a seat and sits next to them casually before helping the student. The action he does looks very friendly and represents the

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

During classroom observation, Darien’s attention to tasks was limited. His attention to toys is fleeting and he moves from one activity to another. He was unable to make appropriate eye contact even when gestured to look in a direction. He had limited auditory regard as he was responding to his name inconsistently even with verbal and physical cues. He was unable to participate in play activities with a peer as he was self-focused and not interested in interacting. He showed very little frustration tolerance; throwing tantrums when he was told not to climb the tables or that an activity is ending. Frustration also arose when he couldn’t fix his shoe or backpack. His tantrums consisted of crying, yelling, and throwing things on the floor. Darien

The things that the students were being taught that align with the Early Learning Standards are in the classroom, I was observing was they children were able to see the standards, because they were hanging all over the classroom. One standard was Health, Wellness, and Physical Development, learning about the body. On the standard it talks about concepts of health, healthful living, safety and injury prevention, physical activity- gross motor coordination and concepts, principles, and strategies of movement-fine motor. I think this standard aligns what is being taught in the classroom, because the teacher said every time they go outside the have to cross the street, the class goes over the safety and injury prevention. Also, whenever the children

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.

For my classroom observation I had the opportunity of sitting in on a first grade regular education classroom. Listed below are the following that relates to the teacher’s classroom design.