Classroom Observation. The Fundamental Of Classroom Observation

1. Describe the organization and physical setting of the classrooms you observed. Pay particular attention to safety and accessibility, the physical arrangement of the room, the classroom environment and appearance (Danielson 2e):

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

Today was my first day in my elementary education field placement, which was in Kindergarten. I did not know what to expect in the Kindergarten classroom, so I went with my knowledge learned from my textbooks. The classroom was a warm and inviting room that made you feel happy and comfortable. The classroom was filled with brightly colored posters that pertained to many different academic content such as a number line, an alphabet, a calendar, different vin diagram charts, how to make words by letters chart, math procedures, ways to read, need to know words, how to sound out words, and a behavior chart. The room was like a magic learning palace.

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

As result of this field experience, I realized that it is really important to engage students in monitoring strategies that require them to do something to illustrate their understanding as well as include varied monitoring techniques that support the different students’ learning styles and culture. I could appreciate that when students receive the instruction needed they are able to apply what they learned in new situations, use their imagination, organize their thoughts and make the best desicions. They can display responsabiity, self- steem and sociability. They can also apreciate their own culture and the culture of others. On the other hand, I could appreciate that it is the teacher’s responsibility make sure that all students are being assessed fairly and provide equal opportunities for them to succeed. I am quite aware that preparing and

McKenna, Flower, and Ciullo (2014) suggest that observations, self-assessments and permanent products can be used to improve and measure the fidelity of interventions. During observations an individual familiar with the curriculum or intervention will determine the degree to which teachers are adhering to core procedures and elements using task analysis. Likewise self-assessments also use checklists to track intervention events, and during reflection teachers identify areas of the intervention they found difficult and seek out additional support. Lastly, permanent products such as student self-monitoring sheets, student point sheets, charts, and tokens can be used to inform a teacher of the degree to which students learned the material and

It also states that evaluation instruments must be accurate and consistent (Glickman, Gordon, & Ross-Gordon, 2010). Summative evaluations and formative evaluations are the two types of evaluations, which should be carried out separately. Formative evaluations are supervisory and do not have to be conducted by administrators; furthermore, a mentor or peer-coach could perform the observations because they are used to support the professional growth and improvement of teachers. Formative evaluations focus on learning and teaching only, whereas summative evaluations are based on how teachers are inside and outside of the classrooms. Formative observations are usually limited to a single aspect of the classroom such as student participation, content knowledge, or questioning techniques. However, any areas of teaching and learning that are observed during that period can be noted or documented as data. The different forms of formative observations include standard observation forms, visual diagrammings, or video recordings. Before summative evaluations take place, teachers are given time during the formative observations and in between time to improve on weaknesses. Also, teacher self-evaluation can be a form of formative evaluation. Regardless, during the observations, data is

Evaluations can be stressful for even the most veteran teacher. Providing new teachers with coaching support can ease this stress and anxiety of being observed and evaluated. Part of the evaluation process is being able to provide feedback that promotes effective instruction. This is an area that JD Parker is strategic about. Effective instruction is critical to student achievement, it is the expectation of administration that effective instruction be delivered continually. Two literacy coaches and one S.T.E.M. coach plan, support, and assist teachers with this component.

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.

Our school focused on improving the quality of instruction and the rigor of the core courses. In this respect, the number of formal and walk-in evaluations is increased as a part of our improvement plan. In first place, evaluations provide documentations of teacher performances but more important than that, they result as helping teachers to improve their performances. Teachers submit pre-evaluation forms at least 24 hours prior to observations, and they submit post observation forms within 24 hours after the observations. Admin and the teacher have post meeting before submitting the evaluation form online. During these meetings, teachers get feedback on level of instruction, depth of knowledge, engagement level, checking for understanding, and providing constructive feedback. Post and pre- evaluation forms help teachers to reflect on their instructional

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

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.

Throughout my observation experience, I have learned so many things. I observed Mrs. Elli Mason, a first grade teacher at Irving Elementary in Joplin. Being able to observe a school in a district different from where I went to school, I was able to point out many similarities and differences. I was able to view a classroom environment in which differs from what I know as the “norm”.

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

I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two