Classroom Observation Report Essay

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry

Only a glimpse into her day but from what I saw, it was all positive. The students are learning how to work well together without adult supervision. They are learning responsibilities and taking care of themselves. They are learning that what they learn in class is important and will be put to use in their own personal life. In having the students participate in the store, it is keeping the students’ interested in learning math daily.

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

The activities offered from this unit worked to remediate the content that was presented on the pre-test and some additional concepts. Paula scored well with the trace worksheets that identified the parts and needs of a plant. However, on one worksheet, Paula was unable to fully identify the 3 needs of a plant in a sentence even though she previously traced the word on the same worksheet. Instead of fully identifying the 3 needs, Paula only identified two in the sentence. These actions made her receive an 83% on this worksheet. Additionally, the student was given picture cards that depicted the sequence of how to plant a seed. Paula sequenced her picture cards a total of three times before correctly sequencing the picture cards. Paula incorrectly sequenced three cards the first two tries, and one card for the last trial Paula ended up getting a 75% for this independent activity. Paula required constant observation and guidance to assure that she was keeping up with her peers. This showed me that Paula struggles with keeping up with her peers and requires guidance to assure an understanding of the directions and concepts taught through the

According to her iReady reading scores, EE107’s overall diagnostic reading score was 485 (Level 2) with growth monitoring scores of 462 (Level 1; 1st grade level) on 12/8/2016, 423 (Level 2; 2nd grade level) on 1/05/2017, and 466 (Level 1; 1st grade level) on 2/16/2017. Similar to her math scores, EE107’s mid-year reading benchmark overall score was well below the expected

In classrooms all across America, students sit perched over their desks in the process of taking standardized tests. As the students take the tests, teachers pace nervously up and down the rows of their classroom, hoping and praying that their students can recall the information which they have presented. Some children sit relaxed at their desks, calmly filling in the bubbles and answering essay questions. These children are well prepared and equipped to handle their tests. Other children, however, sit hunched over their desks, pondering over questions, trying to guess an answer. They struggle to recall information that has been covered many times in class, but they can’t.

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

Observing children in the classroom is important for a number of different reasons. First, observations allow teachers to learn about a child’s development and growths. They provide inside information as to the child’s thoughts of their selves and what they think of others. Observations also allows teachers to determine a child’s weaknesses and strengths. In addition, they point out behavior patterns (Beaty, 2014, p. 2). By observing children, teachers can provide them the appropriate learning materials to help them develop in areas in which they need more work on (weaknesses). They can also use the child’s strengths to build new skills (scaffolding). I personally believe that none of this could be done effectively without observing

The names in this Observation Report have been changed to protect the privacy of the parents and the child.

It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.

Many of the things that we have talked about in class were illustrated for me in

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

Then I observed the first 15 minutes of 8th period. The sub greeted the student at the door and passed out the first worksheet. She then takes attendance and explained the worksheet and her expectation before I had to leave.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four