Hands On Education Research Paper

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

Through observations, many thoughts can be running through our minds at what we observe. Some of our thoughts can be good and/or bad because we unconsciously generate particular thoughts based on personal experiences, stereotypes, biases, etc. A couple of days ago, I observed some students that were sitting around me in the library. I observed various students over the course of 4 to 5 hours because I was also working on homework for other classes as well. Before and after my classes I go to the 4th floor in the library, on the individual desks to eat work on homework, and study for my classes. It’s become my second home.

Interactions between groups of people at sports events, especially on college campuses, have a large presence and seem to bring groups of people together. A group in sociology can be defined as people who interact with one another and who believe that what they have in common is significant; also called a social group. The audience ranged from children to seniors, from diverse race and age, but all seemed to share multiple norms and behaviors throughout the game that were fascinating to observe. The subjects, though very diverse subgroups in the audience are being studied, held similar norms and behaviors that created a sense of community among the audience, especially when specific obvious behaviors were reciprocated

The children I have observed were adolescents and were going through the beginning stages of puberty. I used my knowledge about concrete operations to observe the students rational thinking and logical thought. For example a student was given a task to do their assign class work without any socializing with his peers. The student who I was observing, noticed his peers were talking during the assignment. He took the decision upon himself to look around the classroom and began to socialize with his peers. This particular student made his decision by using his rational/ logical which was influenced by his peers. He knew the assignment involved not socialize with his peers but he saw the others were talking around him, he then began to do the same.

During the experiment of boys, I observed three men in the 20s who were talking about homework last weekend. During this experiment, A was on his computer talking about finances. B and C were locked into their computers without looking at A. The connection between the men seemed disengaged, as the DVD described. Most of what Deborah Tannan found is that the boys would sit at an angle. However, the participants had a couch, sitting besides each other. When they watch a movie, they would still talk and listen to each other, but would look at each other rarely at times. It lasted for a few minutes because they went to go eat together. In summary, they talked about sports and compared their teams over each other.

The following discussions took place over several separate observations; the participants were three paraprofessionals, three special education teachers, and one assistant principal. The discussion centered on the Booktrack website and its usefulness for students receiving special education services. The paraprofessionals, Diamond, Karla, and Cindy, work in the Challenge program at Alameda High School in Jefferson County Colorado. One of the teachers, Dan, is from the same program and is responsible for eleventh and twelfth graders. The other teacher, Amy, works at Hamilton Middle School in Denver. The assistant principal, Deana, works for Dupont Elementary in Adams County 14.

I returned to Mrs. Hengsbach's first-grade class, to finish up my observation requirement. The class was just returning to there room when I was coming down the hall. I was given a big welcome from Mrs. Hengsbach. The class turned around and I received so many hugs from the students it was wonderful. We entered the classroom and the students gathered on the carpet in the front of the class and the music videos began. It was time to practice telling time and the lesson began with a few songs and the students were having a great time. Once the singing and dancing were over, it was to the time centers. The students went to the computers, games around the room, and the station at Mrs. Hengsbach's desk. I again joined the group at the desk to watch

The structure of the classroom in which I was observed in had a warm welcoming and childlike atmosphere, which every preschool or head start classroom should have. As one should enter the daycare center, the first thing that is seen at the door is a bulletin board of all the teachers and staff at the daycare. Along with that is an introduction piece of the teachers for each classroom, it talks briefly about how long the teacher has been in their profession, as well how long they have been working at the daycare center, and what they love about working at the center. As you enter the classroom, there is the office and in front the office there is the cubbies for the student to put their jacket and things of that sort. Behind the cubbies are

During my morning at Gray-New Gloucester Middle School, I sat in on a wonderful special education classroom. I started my observation at 7:15am which was great because I was able to observe the students coming into school and see how they settle in and see their morning routines. The students came in and put their bags away and got out their folders and pencils and sat down at their assigned table. Each student ate their breakfast along with working on their morning work. Their morning work was a worksheet having to do with subtracting money and working with decimals. While working on their morning work each student was very calm. I was able to talk with the teacher a little bit before class and she explains to me that the students in her class either have autism or an intellectual disability. While we waited for the bell to ring their was one little girl who took an interest in talking with me. She was showing me her stuffed animal and telling me his name and what they like to do together. It’s really great having the students interact with you even if its just as simple as that.

Participants were juniors enrolled in the AP Capstone Academy at a local high school in Guilford County. The participants of the study were randomly sampled from an index of all juniors enrolled in the AP Capstone Academy at the school. All juniors were listed in alphabetical order by last name and numbered 01-59, and using a random number table, thirty students were randomly selected, with a result of __ males and __ females. The selected individuals were then numbered 01-30 and randomly assigned to their treatment group through the use of a different random number table. The first ten selected individuals were assigned to the control group, the second set of ten were assigned to the plush dog treatment group, and the remaining ten were assigned

Toni, 6, moved into Sanderling Waldorf School in January of her kindergarten year. During our initial meeting, her mother informed the me that Toni had been diagnosed with ADHD and on Ritalin for a year and would need some special attention. She and her husband, a Pilot, were looking for any suggestions the school could provide. I indicated that I would review Toni's file and asked the mother if she and her husband could come in to meet with me after I had the opportunity to observe Toni while in class.

For the past couple of weeks, I have been volunteering in Mrs. Fritz’s first grade classroom at Oak Ridge Elementary. When I get to the classroom around 8:30 A.M., the class is sitting down in three rows on a big rug learning a new lesson from Mrs. Fritz. She is usually teaching them how to spell different words and how to sound them out. If they are not doing something in the language arts department, they are learning new ways of doing math. After they are done with the lesson the children either go into their centers and complete spelling worksheets for about 30 minutes, or they grab a book and read as a class. The first graders have been working on Wonder as well, which is a theme that they focus on for the week. The theme is usually something

Earlier today I attended the lecture which was being held in the Hutton Honors College. It was presented Casey K. Morewedge on the very interesting topic food and how it related to other physical cravings that are present in the human. Titled, “Thought for Food: How Imagnined Consumption Influences Actual Consumption” Casey K. Morewedge debunks popular beliefs in regards to human physical cravings. His lecture was based on the principal that cravings can be increased, decreased, or forgotten based on mental exercises which he presented to the audience.

My observation was done in a Kindergarten classroom for 3 hour when the children were eating lunch and playing. What I observed a child sit down at the lunch table and, points across at some of the children at the table, loudly saying, “You are not my friend, you are not my friend, to another child. I also saw this child then direct particular children where they are a post to sit according to who is a “friend and who is not a friend”. I watched the children change seats as told by this child. The children that were not aloud to sit with this child went and told the teacher (Atlas, & Pepler,1998).After lunch the teacher talked to the child about what happened in the lunch room and the child said not happened. So the teacher sat all the children down to talk to them about what she saw in the lunch. Teacher said that we all friends. That when we say words to other children it hurts their feelings and they are also bullying them.

Before I started this course I thought it was mostly going to be about the development of children and their psychology throughout their school years. Now I think that this course is about the education process for teachers and the students as a whole. What changed my mind so quickly was that the very first chapter was about what makes up a good teacher, from their degree to self regulation and decision making. In this course I learned how teachers handle different situations in the classroom like differences in students and testing students knowledge. Chapter 2 form the class textbook was about the cognitive development of children and that is where we learned about Piaget’s our stages and Vygotsky's two ideas. The development paper was based off of their theories, and I was able to choose a age range to focus on using Piaget’s and Vygotsky's ideas.