General Observation Notes On The Classroom Room Essay

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

Throughout this assignment, my perspective on the person I studied changed. I learned several things about their character and the behavior that they presented. This task showed me that by simply observing a person’s behavior, my perspective about them changes.

|Student disrupts all students in the room. It causes reduction in instructional time for himself and his peers, as well as a reduction in completion of |

The participating students were observed for a period of two days. It took place during reading class. The observation had to be during the beginning of class until

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.

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.

Lucy Honeychurch is a dynamic protagonist in A Room with a View and her voyage to Italy drastically changes her perspective about conforming to society. Lucy is from the English middle class, and her family sends her to Italy with her cousin Charlotte for a cultured experience to become more sophisticated and educated. This vacation is irregular; Lucy develops a romantic relationship with George, and she challenges her past judgements of English society. This vacation signifies the beginning of Lucy’s growth as an individual. The title A Room with a View states the progression of Lucy Honeychurch’s accidental journey of introspection and her desire to find independence and escape from English social norms.

Sometimes it can be easier to let others make decisions. People find comfort in letting others decide deadlines or goals. People can find direction in others’ choices for them that they could never have possibly come up for themselves. That having been said, life also requires ownership. A person’s life is full of options and can mean so much more if personal decisions are made within. It certainly is difficult, but the struggle often makes the result all that much sweeter. Such is the case in E.M. Forster’s novel A Room with a View. Throughout the story Lucy is stuck within the rigid, cookie-cutter class system. She finds herself surrounded by people who mindlessly go with expected actions and must walk in step behind all the adults in

The building labeled B appears to be the main building for courses at Local Community College. Students walk in and out of the building all day and stop only to enter a classroom or buy food from the vending machines which fill one corner of the building’s long hallway. Often, students sit on the chairs that line the walls while waiting for a class to start, but for now the hallway is nearly empty and waiting for the ambush of students.

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.

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went

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