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

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.

You are in a “classroom” observing and observe the following behaviors from students. You are to respond to each of the questions regarding each student scenario.

Prior to my observation, I was eager to have an opportunity to observe a class for an entire school day. While I certainly have a background working in school settings, I have never been able to focus on understanding and evaluating the different aspects of the school day. For my observation, I was placed in an inclusive fourth grade class. Two co-teachers ran the class of eighteen students.

Mrs. Ontero let them do things. They would all crowd around a table and watch

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.

The positive feedback that I received from my peers was the fact that I was able to convey information easily. Even though they had some difficulties to understand everything, my peers were able to learn the basic concepts about cellular structure and function. I was also told that using a diagram to explain the functions of the different structures.

I attended a studio recital that featured singers of all different ages and abilities. The end of the song, when the singer would receive applause, was my favorite part of the performances because they would just light up and have a bright smile on their face. I also loved watching them take cues from their voice teacher, who was in the very back, giving them small reminders as they sang. A lot of them, whenever they would receive a cue from the voice teacher, would just start to smile and laugh a little bit. It seemed like their personality came out more when they were focusing on the voice teacher.

Despite the disruptions, it is still important to note the dynamics and characteristics of this classroom. Mrs. Diaz’s room is filled with beautiful and vibrant pieces of chart paper that allow the students to refer back to previous lessons. The various pieces of chart paper are exhibited throughout the entire room and includes almost every academic concentration. Moreover, the classroom is organized into centers that is separated by the library, math, reading, and writing areas. All the centers are spread amongst the room with the library towards the back of the classroom and the math center located towards the community area. The library center is rather large and has several backrest throw pillows on the floor. This area is suitable towards the back of the room due to its large proximity that enables the students to relax on the cushions and read a book. The classroom is not organized in a traditional fashion either, but instead includes elements from P.S. 45’s famous, flexible-seating arrangements that have taken over a majority of the classroom settings. Additionally, these seating arrangements include cushions, portable lap-desks, and a “Starbucks” countertop with stools. Notwithstanding, the classroom still contains traditional desks that are organized by tables, where each child has an assigned seat and seat sack to keep their materials. In this classroom, the organization and use of tools,

I observed Ms. Sandon’s and Ms. Niliam’s, “Regular ED 1st grade” students with exceptionalities. This “sect” is made up of 6 (eight) 1st graders who are diagnosed with attention deficit disorders and other exceptionalities some are emotionally disturbed due to drug abusing mothers. A few of the students are misdiagnosed or have additional unspecified special needs.

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

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