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."()

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.

I observed Cielo, a preschooler, at my friends house. The observation lasted 30 minutes. I sat down on the couch and observed Cielo at reading books to us.

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.

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.

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.

With disruptive behavior occurring in classrooms for many reasons there are many reasons that may be causing the behaviors. Some of these reasons could be that; students may not be receiving the attention that they need to help them stay focused, there could be changes at home that are causing the behavior, the student may not understand the material that is being taught so they act out, and the student may need help with expressing themselves by using their social skills.

The classroom that I observed had a reverse mainstreaming setting, two developed students were place in a classroom with students who have disabilities. The arrangement of the room was very colorful, and kid friendly. As you entered the classroom it had all the children art work posted on the walls. They had several centers, dramatic play, math, manipulative, blocks, writing, reading, science area, and art center. The visual information present the months, birthday, and the children art. The visual information works efficiently for the classroom setting. The visual presentation was outstanding. They use this program called Star Fall, which where they do circle time. Star presents many programs for the children to engage and participate in.

In the past couple of days I have went to 3 different school to observe and interview teachers about their assessment tools. I interviewed both preschool and kindergarten teachers. The schools I had visited were Crocus Academy, Gutermuth Elementary, and Auburndale Elementary.

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.

Michael appears to be a healthy, energetic child who seems to be happy most of time in class. He has short brown hair, brown eyes, and wears glasses. He is clean cut and dresses nicely. He is average height and also seems to be average weight for his age. Observations reveal that he is friendly and looks for guidance when he has trouble performing a task. He is very outgoing but can be overly anxious at times. He can be easily distracted causing him to sometimes not complete his work. Michael gets along with his peers and teachers very well.

The classroom that I visited was a 8th grade special needs classroom. That is a special need classroom meaning all students has some types of disability. One of the child that is the highest distraction to the entire class is with ADHD. His name is Moses, he is very hyper in classroom. It is very difficult to make him put on the chair. There is an aide besides the main teacher but it quite doesn’t help sometimes because he gets really really hyper. However, one positive side about this child is that he is very intelligent and knows his stuffs. It doesn’t take him much time to process the lesson or information. She brought a bouncy band chair for him but it doesn’t work at all. She told me while the interview that, he knows that he

Today’s youth is strongly influenced by other individuals in their specific environments. Whether the youth is interacting with classmates, teachers, friends, and family, interaction types vary. The environment that a child is in strongly impacts the way they will socialize with others around them, more specifically in the school setting. Volunteering at Mountview Elementary school for the CSL project, I’ve been able to be a part of that environment and be able to witness the different interactions that happen with youth, ages 5-10 on a daily basis. Observing students from grade one to grade five, I’ve noticed how the personalities portrayed in the classroom and during recess are altered. This is due to the change in the environment and the