Classroom Sociogram

Day two, I observed the four and five year olds. This class was made up of nine children. I arrived for the start of circle time. This age group is a lot more interactive and seeks more approval from adults and peers. The children said the days of the week, months of the year, the colors, and numbers and signed all the letters of the alphabet. One of the boys struggled with this. He was watching the other kids for guidance. The teacher told me that he was new to the program and was still learning everything. One boy joined the group late and one girl moved her chair to sit by him. All the children greeted him by name. Another girl was having a hard time paying attention and wasn’t engaging with the class. The teacher had to stop many times to address her and get her attention back with the rest of the class. She was warned that if she didn’t stay in her seat and pay attention that she would have to sit at the table by herself. Another child came in late and was again greeted by the class. She was very shy and was clinging to her mom. She eventually joined the class and her mom left. At one point a boy put his feet on another boys chair during circle time. The boy

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

I got the chance to see three grade levels during the observation. The first grade I got to see was third grade and they were at p.e. and I even though I only got to observe the third grades for 15 minutes, I learned that it’s important that the kids get up and move every day. Also, that by the kids playing they learn how to work with each other. Then when it was time for the kids to go the teacher blew a whistle and all the kids ran and got into two lines. When the teacher saw that everyone was in line, he started walking while the kids followed in an orderly manner to go to lunch. The second grade level I got to see was fourth grade. I only got to stay in the class for 20 minutes but during that time the kids were

When a student would be disruptive or too loud, it made other students lose focus and want to be disruptive too. There was one student who was constantly disruptive and would not listen or follow along with the lesson. He was isolated from the round table, but continued to cause problems. He got his name wrote on the board, but he continued to misbehave. The

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

I am placed in an English classroom of 7th and 8th graders. Legacy traditional school divides its English classes into two different forms. The first is an English class where

On November 16, 2016 at 7:30am I arrived at John H. Kinzie Elementary School to observe Mrs. K’s second grade class. The data collected took about 30 minutes during the language arts lesson. Given the fact that this is a second grade class students stay in the same classroom with the same teacher during core subjects (math, language arts, math, science and social studies). The only time they switch classrooms is during Art, Music and Gym. This observation took place during language arts subject and the lesson of the day was possessive and plural nouns. The class consists of a total of 28 students out of those students there are 15 female students and 13 male students. Mrs. K’s classroom is in the first floor of the school building and the

I couldn’t help noticing that none of the teachers present the All 4 Kids lesson. I am not sure is they took care of the lessons on the previous days, so all lessons were already covered.

My Observation for Ms. Lydick class started, as the students were in stations, working on fluency, word work, and writing. This week I was assigned to provide accommodations that the teacher has to do with certain students.

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

For my practicum, I am in a 4th-grade classroom at Smith Elementary in Cortland New York. The class consists of 18 students between the ages of 9 and 10, all differing abilities and emotional development. After speaking to the head teacher I found out that approximately a little over half the class participates in free or reduced breakfast and lunch program. This tells me that a lot of the students come from middle our low-class families. I was told about a student that also misses at least 1 day of class a week from school interrupting in his learning and overall performance in the class. Other students in the class seem to have varying abilities and learning styles. There are no English Language Learners in the class; however, there are two students with an Individualized Education Plan. Both students, have varying disabilities, therefore, I have decided to use both students for my observation. Due to confidentiality, I will be naming these students Veronica and Alana. My observations were taken on two different occasions, observation 1 took place Friday, March 11, 2016, and Observation 2 took place Friday, March 18, 2016. During both observations, I focused on their daily schedules such as when or how often they were taken out of class, or when co-teaching occurred between the classroom and special education teacher.

There were two students using iPads with the volume up loud enough to hear as I entered as well. Three students were riffling through a bucket of plastic letters without being entirely successful in finding the letters they were seeking. Two students were using a drawer of foam letters and word cards to put the letters on the corresponding word. The final student was alone just looking at a book herself. The teacher was going back and forth between the groups who were working with letters trying to assist them in picking the correct letters. She would say the sound while feeling her throat and then tell them the letter they needed and find it for them in the box. She went to the group looking in the tub for letters and found letters for them as well. A cause for concern that we noticed was that she was asking the students to sound out the word “said” as well as having written on the board next to the sight words students were spelling that the vowel team ai =e (meaning short e sound). Mrs. Williams though it necessary to jump in at this point and make a correction since she was teaching something contrary to the curriculum and pointed out that sight words like “said” do not follow the rules of phonics always and need to be taught as a whole word. Also during this brief observation we noticed Mrs. M. having difficulty with the student who was alone. She was not engaging in any work after being asked to join the group and instead took a book and hid