Classroom Observation and Reflection Paper

She let the students know at the beginning of class what they would be learning, their homework for the night and important dates coming up. She started class every day with a roller-coaster activity where all of the students were required to stand up and wave their arms the way that she did. Of course, there were

During my time in Jazzman’s coffee shop, I observed what I believe to have been a student and a professor discussing a written research paper. I chose this setting because I walk past it everyday at school and commonly see people using it as a social area. I have previously met with professors here to go over my personal papers and projects.This location is commonly filled with the conversations of students as well as constant foot traffic; the constant foot traffic made the task of finding a group to observe easy and straightforward, however, the constant flow of people made it difficult to focus on the specific group I had chosen.

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 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.

During my observations in week eight on March 1st at two fifteen in the afternoon, the teacher called on John to read an excerpt from the reading and John was having trouble pronouncing words. Students began to laugh and read any word he mispronounced, the teacher then read louder than John causing John to stop reading and the teacher finishing the excerpt. This opportunity would have been great for John to practice reading vocabulary words he often has trouble understanding and pronouncing. The second goal for John’s guide to progress would be to give him the opportunity to speak out loud and exercise his public speaking skills. Silvia Rico states, “Talk to the students in the classroom about how students have different learning experiences/styles

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.

As a perspective teacher, it is essential to do field work and observe a classroom in order to acquire the ability to recognize different behaviors, procedures, and routines. Observing allows one to witness fundamental learning strategies and child development firsthand. With that being said, on October 24, 2017, I spent my first full day at P.S. 45, formally known as John Tyler. Upon my entry into the school, I was assigned to room 213, which is a third-grade classroom General Education (General ED) classroom. Unfortunately, the cooperating teacher, Mrs. Jessica Diaz, was not in class due to a mandated Professional Development (PD) meeting held for the third-grade staff. Mrs. Diaz absence led to a substitute teacher, Ms. C, taking over

Internship teaching is the culminating experience of the first degree program in education. It provides the opportunity to apply theoretical knowledge on pedagogies in the actual classroom setting and gain the experience. The internees are exposed to an environment where they encounter learners for the first time and face them with multitude of ideas, approaches, techniques and processes. During the internship period I got ample opportunities to demonstrate the art of teaching in actual situation and participate in all activities at the school level.

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

Students in Mrs. Morales’s classroom are students are eager to learn. There were 27 students in class and they all clearly had different ways of learning. Despite all of the students learning in different ways, they are all very eager to learn. The students that I observed are in the fourth grade. Angel, Joshier, and Fernando are students that I observed closely and even though they might were are being taught the same topic, their action help exemplify different concepts. They all don’t have the same perspectives and this helped me use and understand different ideas during my observation.

An affluent stable community in the middle of southwest Minneapolis surrounds the students at Southwest High school. The school promotes community and cultural reflection across all classes. In observing a teacher in this school I found they are very passionate for the multicultural curriculum as well as offering many opportunities for students to use critical thinking across all subjects.

Over the years, I have worked closely with children in various settings from babysitting to the actual classroom, and each time I gain new understanding of children which has allowed me to grow more patient about their behavior. Additionally, I must add that most of the children I have worked with have all come from low Socioeconomic status families which has been proven to be the cause of major behavioral issues. The way I have witnessed the behavior of these children be managed varies between each of the locations. Some teachers and caretakers are quite harsh in their discipline while others are much too passive. In essence, as learned in the Environment and Programs as well as the Discipline and Limits unit, there are several key elements that determine the behavior of children in the classroom. As it relates to Preston Taylor Ministries, behavior management is sometimes ineffective especially when dealing with certain children; however, for the most part, I believe this center handles behavior in an efficient manner.

disciplines. Since this class was used for formal instruction, I noticed that they never had a hard time with subtle refinements. These students used appropriate levels of vocabulary while answering questions and understanding the complex syntactic structures of the teacher’s PowerPoint. Although I didn’t notice any such grammar structures or phonology, I did notice how automatic they were with recognizing common words. One of the students had noticed that in the PowerPoint the teacher had used the wrong “new”. The teacher praised the student because he was even unaware he had used “new” instead of “knew” in his instruction. This showed me the ability of how late adolescence automatically recognizes critically evaluation of texts. I wish I had observed a child where they were ELL, but I thought this helped me see the developmental trends of different age groups. I thought everything I have learned in this class thus far, abstracts the idea of a child’s cognitive process theory. These students were advanced, proving that the child’s unique experiences lead to differences in their pathways to proficiency and how they communicate. I thought it was great to hear the sarcasm the teacher used with his students to interrupt the text. For example, he had made a joke about Julius Caesar’s wife and how ugly she actually was. The students laughed and really connected to his humor. I asked the teacher why he liked teaching 10th grade and he said “because I can say and act in different

Form of address was another area that stood out to me as I watching my video. Within my classroom setting our students are referred to boys and girls, white sharks, friends, or by their first name. Within in my video, I address my class as "you guys" three times instead of a different form of address. There was one time where I self-corrected myself and stated boys and girls instead. I was not surprised by this because this was an area I was working on from my first lesson I taught. On a daily basis, I use the term "you guys" and unfortunately it has transferred over into teaching as well. Instead of addressing students in a formal manner, I was casually addressing them. I was using casual language instead of formal language.

Since I was in a middle school setting, I was given the opportunity to observe multiple classrooms which a variety of different students. In my first class, I noticed that most, if not all students were African American. The ratio was 22:1, where about 18 of them were boys. The second class I went to, had a ratio of 19:1. The ethnicity in this class was again, mostly African American, with a few Hispanics and Caucasian. The third class represented a ratio of 20:1. The ethnicity was made up of mostly Hispanics, Caucasian, with 1 African American child. My final class ratio was 18:1, where most students were Hispanic and African American.