Essay On Classroom Observation

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

I completed my observation hours at Lake Oconee Academy, a public charter school system located in Greensboro, Georgia. Lake Oconee Academy (LOA) has a current enrollment of 739 students, making LOA the largest school in Greene County. The classrooms I observed were second grade regular education classrooms. I observed both Mrs. Stanford and Mrs. Taylor on two different days. I noticed the students ranged from a few ethnicities Caucasian, African American, Hispanic and Native American. The gender ratio of the students was fairly even. Each class has twenty-two students.

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.

On the right side of the classroom there is a closet that has four doors and on each door there is small bulletin board three of them with students names and their weekly tasks. Also the teacher also has one of the four bulletin boards with the student of the month and his or her achievements. On the left side of the room there are organizers with books and materials for students use. This same side of the room has the wall with another bulletin board with vocabulary words in which words are added daily and changed weekly. The vocabulary words a placed in alphabetical order. The words placed on the wall are based on the topic of the day. Also, I noticed that when the teacher is going to collect work from the students she first hands the their individual folders for them to place their work in and later she collects everyone 's folder.

First, do you enjoy teaching others? If so, teach something for which you have a deep passion.

Sleep, attention, learning, and memory all go hand-in-hand when trying to improve the ability to learn and remember things. First of all, getting adequate sleep is beneficial in many ways. According to the National Sleep Foundation, adequate sleep for people age 18-25 is 7-9 hours per night. Getting enough sleep allows a person to have more energy to do daily tasks such as going to class and learning. The more sleep you get, the more awake and focused you will be during the day. Focusing your attention is also an important aspect of learning and remembering. Attentional focus basically means focusing on the things relevant to the task at hand and suppressing distractions. If you do not get enough sleep, your attentional focus will be decreased

For this math assignment I chose to study a first grade classroom. Mrs. Cooper a first grade teacher told me that she would be honored to have me observe her instruction for as many days as I needed to complete my assignment. When I first stepped into her classroom, Mrs. Cooper told me that I could look around and one of the first things that I saw was a series of posters to help children in mathematics. The posters had the following message:

She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.

Adapted from Reaching rockets (n.d.) to fit the literacy outcomes will be done as a

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.

I am approaching the end of my first semester at ECU and it has flown by. As I think back on my observations, both online and in class, I feel as though I have learned quite a bit. I have gain useful knowledge about teaching and how to do an observation protocols. Now that I have acquired some of the skills needed to teach, I just need to make sure I apply it. My teaching journey at ECU is far from over, but I have left the starting line and I am moving forward.

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