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

At Arts-Based School I did my observation in Leni Fragakis’s third grade class. This was the first observation I had done since learning about instructional design. Since learning it, I now have a new way of observing, I pay more attention to the teacher; how she implemented the lessons, what strategies she uses, and the types of assessments she uses. This gives me a better experience because before I was just paying attention to what the students were doing and their part in the classroom and now I am paying attention to so much more. Even though it is important to watch the kids, I now also know how important it is to observe the teacher, too. I was also able to observe what I am learning in class be used in the classroom.

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

In this lesson, my students used all of their knowledge obtained from the previous lesson to investigate and explore in the science lab. The content of this lab is asking students to compare and contrast basic properties of matter. The objective for this lesson is for them to measure the length (Type of matter), weigh different objects, and measure the volume of different objects using types of matter. These objective coincide with my unit objective 2: Given multiple choice questions students will compare and/ or contrast the physical properties of solids, liquids, and/ or gases. To make certain that my students will meet the objectives given I created three mirrored centers with twelve minute intervals. The class was also divided into six

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.

Previous to the activity, I was there before the children to help prepare the classroom for the day and get my activity ready. I sealed shut three, one gallon zip lock bags filled with three different colored paints including: purple, red and green. Before choice time I taped them down and set out the cards with the children's names and pictures. There were nine children in the classroom today and had six children participate. It was a big turn out and each child stayed between five and ten minutes each. The children who participated included: Jocelynn, Romeo, Luk, Brody, Emily, and Mckenna.

Today I entered into the classroom to see the students placing their homework on their desk and working on “Word Ladder”. A “Word Latter” is an exercise that asks students to brainstorm a word and reshape that word multiple times to be other words. When they were finished with that, Mrs. K. handed out new homework to be put in their homework folders. Then she went over the answers to last night’s math and social studies homework. Mrs. K. was expecting the bus to arrive at 8:30 for the field trip but instead it arrived around 9. As the class finished discussing homework, Mrs. K. handed out bag lunches and asked students to put their backpacks and coats on the back of their chairs. Then the class waited for the bus. When the bus arrived, students

A couple of multi sizes blocks and an open imagination can allow a toddler to navigate a an ambient totally opposite from their reality ambient. I enjoyed observing a group of toddlers just letting their imagination take them far as they were playing. The materials these children were using were a couple of blocks in different shapes. In the group there was both, boys and girls. One of the girls seemed to be born with hip disability yet, was one of the most active child full of energy and ideas of how and what else to do with the blocks. With the use of the blocks the children were playing to pretend they were in front of a television and they were tuning into their favorite shows like "Sesame Street, Mickey Mouse Club House, and Little Einsteins."

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.

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.

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

This chapter provides a description of the teachers in the sample in order to provide a richer understanding of their lived experiences. In the following sections, I write about participating teachers’ opinions in an attempt to share how I experienced them in terms of our interactions for this study. Following these rich descriptions, I will present themes that are specific to each case. I will include quotes from the interviews so that the participating teachers’ voices can be heard.

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