Essay Classroom Observation Report

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.

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

The school I went to visit was Public School 69. It was my little brothers elementary school. The reason I chose the school, was because I remember seeing him happy every time he came home from kindergarten. Every day he would come home and have a different project he did in class to show off. The outside of the school looked like a regular public school, but inside Miss Suzy’s* (not her real name) classroom was bright, warm, and inviting. My visitation was in the morning, right when the children began school at 8:00am. When I walked inside, the class room was baby blue with all kinds of art projects on the walls. Miss Suzy welcomed me very kindly, and discussed with me, her srtudents and what they have been learning. You can not help but

Writing is a practice that most of us were taught when we were young. We were taught the basics of grammar, how to form a sentence, conjunction words, how to write paragraphs and more. Although we have learned this skill while growing up and have used the skill every year after entering kindergarten, this does not mean our writing process will ensure the best work. The authors that I chose each encourage their audience to excel in the art of writing in their own way to help with the writing process.

When the bell rang for class to begin, the students knew they were to get to class get their bell ringer packet and begin writing. The students were given ten to fifteen minutes about the bell ringer. After the ten or fifteen minutes, the teacher began her lesson. The teacher read “The Necklace” by Guy Maupassant. Mrs. Gonzalez led the students through the story and showed the students how to annotate while reading. By showing the students how to annotate during the story, she is having the students engage in discussion about what is going on in the story. The students seemed engaged and excited to learn what is going to happen next. They made notes and were able to connect with the plot pyramid. The students knew what was expected of them when they read and discussed

The room is arranged in a way to promote group learning. The desks are grouped together in either groups of four or five. There are 18 students in the room, 3 are absent in first period. The room has three separate places to do reading, one with just a cluster of pillows, another in the corner of the room with book shelves, drapes to create a warm and fun environment, with more pillows, and another underneath a paper made tree, with a seat and more pillows. There are no other adults in the classroom, other than the teacher. There are no students with obvious physical impairments of mobility issues. There are no rules for the classroom behavior posted. The teacher is very firm, yet quite loving, the students seem to hold a great deal of respect

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

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.

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

General observation notes: The student being observed is seated in the middle of the classroom room. The desks are arranged in an “L” shape and there are eight “L” shape arrangements in the classroom. This particular student sits at the end of the “L” shape, specifically close to the center of the classroom aisle. There are two eighth grade boys and one eighth grade girl also sitting at this “L” shape desk arrangement. There are an unknown number of students with IEPs, ESLs, and 504s student plans in the class. There are a total of nineteen students in the class.