Evans High School Classroom Observation

I did my observations in a first grade classroom at R. L Brown Elementary school. My supervising teacher had strict guidelines about the lesson that she was allowing me to teach. Because I was doing my observation so close to the end of the year, I could only teach during the science block. She allowed my to choose between two standards. The standard I choose was LAFS.1.RI.3.9 Id( Identify basic similarities in and differences between two texts on the same).I spent a lot of time doing my lesson plan called the and different, and I tried to plan for everything possible. To be honest my lesson went okay. It was the little things that caused the most problems. I learned that actual teaching is a complex profession. There are always a million

Mr. Wray was the first teacher and the only male teacher I observed. The class was a 7th grade Social Studies academy class. Throughout the observation I noticed he really cares about his students. He took his time going over the topic of discussion, and when some of the students couldn’t catch on he stopped to help the individuals. His class was very well behaved. The only time I really noticed any of the students socializing were when Mr. Wray put them in groups to complete a study guide. The second teacher I observed was 6th grade teacher Mrs. Dunn. She was teaching English to her students. She went over verb phrases and helping verbs throughout the class. I noticed whenever she asked questions quite a few of the students participated by answering. Mrs. Dunn had a positive attitude throughout the class period. I felt she truly enjoyed all her students and treated them the same. Even when some of the students didn’t answer questions correctly she didn’t make them feel dumb. She would just tell them good try. I could tell her students really liked her as a teacher also. The last teacher I observed at Westside Junior High was 7th grade Science teacher Mrs. Dugas. This lady came off as a very strict teacher compared to the other two I had observed. Her students were very talkative, which only made her become more annoyed when having to fuss at them. At the beginning of class the students had a bell ringer to complete. On the particular day I went the bell ringer

I observed a sixth grade classroom (eleven to twelve years of age) at a middle school in Ringgold, Georgia. The classroom seemed to be fairly even in regards to how many children of each sex were in the classroom. The majority of the students were white with a few african american and hispanic children among the mix. The sixth grade classes did not have enough employees to only teach one subject therefore, the teacher that I observed taught language arts and mathematics. The first thing you notice when you walk into the classroom is the mathematical shapes all along the upper wall like a wallpaper border. These shapes were projects from her students in the years before. The next thing that you’ll notice is the way the desks were set up. They were set up in three separate groups. One group of around twelve desks faced the

To begin, over the course of this semester, I had the opportunity to conduct my history classroom observations at Sierra Vista High. This high school is a public school located in Baldwin Park and is part of the Baldwin Park Unified School District. Sierra Vista High School has a student population of 1,895 students. The student population consists of 90 percent Hispanic, 6 percent Asian, 3 percent Filipino, and 1 percent white. These demographics were shared by the vice principal of the high school. While I was at Sierra Vista High School, I was given the chance to analyze and observe three history teachers. Thus, in this paper I will discuss and share my experiences observing the

The classroom I observed consists of seventeen students, eight of which girls and nine are boys. Of the seventeen students, nine receive services from UCS, and five of which understood and speak English, though not fluently. The students are often pulled out the classroom to receive

In conclusion, observing in Lewis E. Wadsworth elementary school with Mrs. Poland was an amazing experience. As I said in the beginning it was my childhood dream come true. I have always wanted to work with children who struggle in academics and everyday life. It has always been a passion thriving inside of me. I have already made plans to continue volunteering with Mrs. Poland and Mrs. Byrne’s. Mrs. Byrne is the EBD teacher. I was able to meet her in person today Friday September 11th. She has such a heart for these children as well. I would like to add she has incorporated many calming techniques in her classroom to help keep the children relaxed and comfortable. She was explaining to me how she first started off a few years back

Students attend class twice weekly for 1 1/2 hours a day, Mondays and Wednesdays from 9:30-10:45.

I teach at Marshall Elementary School in Dubuque, IA. Marshall is in a suburban area of our city. The families at Marshall are in a wide range of incomes, but mostly the families are low to middle income level. The school is located in an area around houses, there is train tracks that run behind the school, then behind that is an industrial area. The Mississippi River runs along the industrial area. The families at Marshall are employed in a wide range of places throughout Dubuque. There are quite a few stay at home moms, factory workers, food service employees, office staff, etc.

In this lab experience I was observing eighteen to nineteen first grade students at Jefferson Elementary. Most of the observations take place in the classroom. I observe at different times of the day, so that I can experience different areas of study. I have observed this class with their regular teacher, two substitutes and the reading coach, as well as a portion of the class with two special activity teachers.

Ms. Penn’s Kindergarten class consisted of 9 boys and 7 girls. This was the last hour of the instructional day, and as I walked in I noticed that the students were already working in centers in groups of 3-4. This class was a little noisy and unorganized as compared to other kindergarten classrooms I have observed so far at Krahn elementary. The students seemed to be enjoying their time in centers and were eager to pack-up after cleaning up in the end since it was close to dismissal.

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.

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.

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.

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

Compared to a culture shock, the language barrier stands as a much brawnier barrier on the pathway to success as a foreigner in France. This poses a specific problem for educators, as their entire purpose is to impart knowledge to pupils, which fundamentally cannot be done without the aid of a language. However, language extends beyond speaking English or French. Given that an educator has a rudimentary knowledge of primary words in French and several words which are specific to the concentration in music, either it instrumental or vocal, success can be achieved, despite the teacher’s being in the early stages of acquiring the spoken language. Dr. Mann, the director of Belmont University’s Women’s Choir begins every class period without speaking a word. Through body language and through choir members’ attention to peers’ responses, the instructions are communicated clearly. Dr. Mr. Entsminger employs this same practice of nonverbal communication in music education. In many people’s lives, it is possible to recall a time when a message was communicated nonverbally. According to a study conducted at Montgomery College, a student’s sensitivity to the content shared by a teacher increased when nonverbal communication was used (Kurkul). People use body language constantly throughout the day, so students’ abilities to understand nonverbal communication is tested in everyday life already. The addition of nonverbal communication in the classroom triggers students to pay more