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

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

Students will be asked to write down anything they don’t understand from the lesson on a piece of paper (? Cards-see appendix 2.2) and it will be collected by the teacher

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."()

The Case of Randy Harris describes the lesson of a middle school mathematics teacher, and how he uses diagrams, questions, and other methods to guide his students to a better understanding. Throughout his case study, Harris’ methods could be easily compared to that of the Effective Mathematics Teaching Practices. There are eight mathematical teaching practices that support student learning, most of which are performed throughout Randy Harris’ lesson. Harris didn’t perform each teaching practice perfectly, despite doing the majority of them throughout his lessons. The following are examples of how Randy Harris implemented the eight mathematical teaching practices into his lesson, and how the ones that were neglected should have been

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 had hoped to find a group of people to observe under the context of my spring break in Atlanta, Georgia. However, I spent most of the time on my PLIA service trip working with nature, not people. So here I find myself sitting in the middle of the local mall food court at one o’clock in the afternoon, feeling awkwardly conspicuous as I try not to make eye contact with any of the people I spy on. With so many different tables of people around me, I was able to observe a variety of different characteristics of communication styles.

January 21 from 2 o’clock until 4. The first activity was a presentation put on by various

For my clinical, I observed Mrs. Sniders 2nd grade classroom. During the three days I was with her, I observed in the back of the classroom and she also let me help out with the kids if and when they asked questions. The kids were a little antsy the three days I was there. I think it was because they had someone new in the classroom they weren’t used to. One odd thing I noticed, she had the students seated in groups, but she had them do a lot of individual work with some students pulled aside for reading groups. That just seemed a little odd to me. If I was going to have the students seated in groups, I would focus more on group work. I think the main reason she did this style of seating was for easier classroom organization.

The field site was Highline’s Cafe and sitting area in building 8. The Cafe and sitting area are in an L shaped part of building 8. The Cafe is at the end of this L and doesn't take much space up, the rest of the building is full of tables with chairs and just chairs on their own. Some tables are high up requiring stools, some of the chairs are made up of metal while others fabric and cushion. The Cafe is where students can get something to eat or drink, and the numerous sitting areas can let students study and converse with other students. I sat in one of the chairs closest to the entrance so that I could observe the whole space. My first observation was when someone would walk through the entrance that whether or not they were going to get something from the Cafe, they would look for a place to sit.

For 2015 Service Learning, JROTC students were assigned to help special needs between the beginning of October and near the end of December. We were assigned to go the bungalows, room 207, or stay and take care of the special needs in our class during the PT days. When we were selected to go to the bungalows or room 207, we support the students mentally as in a conversation and follow the teachers’ instruction. Meanwhile, when we were staying and taking care of the special needs in our class, we help them physically with the workouts. The LET 4s, Cadet Captain Tharit Mungphangklang, Cadet Captain Hung Nguyen, Cadet Staff Sergeant Bryan Luna, and Cadet Sergeant Esmeralda Ramirez Vazquez were in charge of the 2015 Service Learning Project in

On March 6, 2017, one of the assistant principals and I conducted a formal observation of a special education teacher. The observation happened at the Cholla High School.

The setting I currently teach in is located in the Bronx. The school consists of a Middle school and a High school. Additionally, I teach 7th grade, English in a General education setting. Also, the classroom is populated with twenty-eight students five out of the twenty-eight are English Language Learners (ELLs). The rest of the students are native English language speakers. Moreover, the classroom consists of various reading levels. Some of the students are at grade reading level while others are meeting grade level or below grade level. Creating the groups by students Lexile reading level was a successful method because students were able to peer assist each other. Lastly, I selected the pass the portrait activity because I felt that it

For my second lesson, I decided to conduct a math lesson as I had never conducted a math lesson in an elementary classroom let alone a 3rd grade classroom. I discussed with my CT what math concept I could teach that pertained to one of the 3rd grade standards. My CT told me that I could introduce the new concept of area to the class on the Friday that I was supposed to teach my lesson. I knew that that introducing a new topic on a Friday in an elementary classroom was not ideal as the majority of teachers that I have observed in the past usually wrap up their week’s lessons on Friday. The Friday I was conducting my lesson was also a shorten day due to Fall Break, so I thought the students would show some off task behavior for the early release day. These circumstances made me think hard about how I was going to introduce the concept of area to the students in an effective way. I knew that I needed to have a lesson that included an exploratory hands- on activity to keep the students engaged and wanting to learn. Therefore, I decided to use cheese crackers as manipulatives to represent square units. The students were to first guess what the area of the different shapes in a worksheet packet were and then they were to use the crackers to figure out the actually area of the different shapes.

Memphis Intermediate School is located in the city of Memphis, TN. It is comprised of grades 3-5 with a total enrollment of 464 students and a student/teacher ratio of 20. Memphis has been in operation for only seven years and is a public school. The ethnicity of the student body is largely White at 86%, followed by Hispanic 6%, Multi-racial 2%, Asian 2%, Native American 2%, and Black 1%, “not provided” and Pacific Islander are both less than 1%. There is prevalence of students who require free or reduced lunch, about 27%. Additionally, the students who require special