Homeroom Observation Report

On Thursday, June 16th all 4th grade classes from Hanscom Middle School got their Every Kid in the Park passes, learned about the Centennial and met park rangers too boot. A neighbor of Minute Man National Historical Park, Hanscom Middle School is located on the adjacent Hanscom Air Force Base, located in the towns of Bedford, Lincoln and Lexington, Massachusetts. 50 students were awarded their passes as well as peppering rangers with questions about the National Park Service.

Jackson appeared withdrawn, and was somewhat embarrassed before stating that he did not do well in school. Jackson knows that he can perform better in school. When the other children began to tease Jackson, he was ready to fight some of them. This is typical behavior for Jackson, and is also a pattern of disorganized attachment. Children with a disorganized pattern in infancy tend to show disturbed patterns of relationships, subsequently, their relationships with peers can often be characterized by a “fight or flight” pattern of alternate aggression and withdrawal. Jackson’s coping skills when upset, threatened, or embarrassed is fight, unless the person is physically bigger than him. If this is the case, Jackson uses flight to cope, and seeks his grandmother for protection and comfort.

On Thursday, November 3, 2016, at approximately 10:51AM, I, Officer Larry Thomas was dispatched to Hooper, right at the bus stop, in reference to two males fighting.

After observing a nine month old child for this Child Observation paper, the author of this paper has taken copious notes during the session. The purpose of this paper is recognizing the biological, cognitive and psychosocial development of the child. The author of this paper identified the background history of the child, the observation made and the development process of the child.

I am currently on our school-wide data team that uses data to find trends within our school population. One trend that became readily apparent to our team this year was that our move-in students were underperforming and that there were large gaps in their data due to the late entry into our building. Therefore, I wanted to delve deeper into this idea of mobility and how it impacts test results. I specifically wanted to look at this across the three middle schools in my district, Gahanna Jefferson Public Schools, because the three districts differ in student populations. I was not surprised by the results but rather reaffirmed in my thinking. I first wanted to see if certain schools would have higher mobility rates than others so I did a comparison of three years to see the percentage of students who were in the

Going into our first observation I didn’t know what to expect because I had never been inside of an early childhood program other than for dropping off a younger sibling for no more than three minutes. Seeing what I saw that day was really eye opening for many reasons. One, I never really focused my attention to how much thought is actually put into the organization of the room. Also, the philosophy and standards surprised me because I also never knew that had so much to do with the whole place itself.

This worker met with JAYDEN MORALES ORTIZ at West Broadway office. Both of his parents were present. Privacy practices and Tennessen notices were reviewed verbally. The interview was recorded.

Per Reporter: Caitlin and the child lived with Lorraine for a while. Lorraine and Caitlin used to work together. While in the home with Lorraine, Caitlin was caught medicating the child with Benadryl or anything that cause drowsiness to make the child sleep at night. Caitlin would leave the child screaming at night. Caitlin screamed and cursed at the child due to her not wanting to deal with the her. Caitlin and the child moved in with Steven (Caitlin’s Ex) for a while. Steven stated that he was the primary caretaker for the child while at his home; Caitlin wouldn’t properly care for the child. Caitlin lost custody of her son (Caden) due to neglect as well. Caden is in the care of his father (Josh). On March 14, 2017, Caitlin left the child

I draw my attention into the children’s section as I walked into a department store. My first observation was that it was made easier for one to quickly differentiate between the boys and the girls section. I paid much attention to the boys section which was filled with tons of stuff which includes water, plastic, and rubber guns, industrial tools (hammer, screwdriver, and Plier), balls, and other types of technological tools. All the shelves that were in the children's department are set up with vivacious colors of toys. Children’s concentration was directed displays of toys within the store by the manufacturers, who is very sensitive in diverting the child’s mind through the assortments of toys. The children’s section was arranged in the sense that little babies will be

When I arrived, Athena was finishing her morning snack/breakfast. After a few minutes, she got up and stood in line to wash her hands. (gross motor skills) While waiting, she was standing very close to the other child in front of her. With the assistance of a teacher, Athena washed her hands and pulled out a paper towel from the dispenser. When she was done drying her hands, she walked over to an area with a lot of toys. She grabbed a stuffed animal. She then started crawling around the floor as she looked at the other toys. She found a pet carrier and proceeded to put the stuffed animal into the carrier. When she finished putting the stuffed animal in the carrier, she placed the carrier on a chair. She then looked around the toy

Thanks for another great week of teaching and learning at WBECHS. Are we utilizing all the possible resources to prepare out students to be college and career ready? I know we are effectively utilizing technology and proven researched instructional strategies, but we are underutilizing our WBECHS parents. We must be in constant contact with all parents to help support their Warrior Scholar. Parents for the most part want to help us in the classroom prepare their scholars to move from good to great. I know this to be true because I heard this from a couple of parents this past week. Most parents support the work we are doing at WBECHS and want to help so we must tap into this resource and use it effectively.

The location of the observation was at the Community Center (Early Childhood education program) at 11:00am to 12:30pm on April 15, 2014. The meaningful experiences in early childhood education can positively shape children's development. With a teacher is guidance authentic child-art activity can educate enrich young students' learning abilities, encourage positive attitudes toward other children, and more importantly, learn to interact with people around them in the contemporary world. However, art for young students often takes many diversified approaches and emphasizing questionable practices. Observation is a part of meaningful and authentic early childhood art education. Observation enriches children’s experiences in

The 10-minute observation occurred at the end of late lunch on Friday, August 14th. A group of freshmen boys was sitting in the amphitheater. All 5 boys (3 original and 2 who came later on) were wearing similar outfits. This shows that one is often influenced by his or her friends/ surroundings. They seemed to be going for a cool-kid vibe. As freshmen, they most likely want to do anything they can to fit in. They were all wearing graphic tee shirts; khaki, fitted pants/ shorts; white Nike Elite socks; and white tennis shoes (either Vans or Nike). In addition, every boy had a black JanSport backpack, which is very popular among high school- aged kids.

Observation: Last week, a ball dispenser was out for the children to play with. It was on the top of the shelf and “Child A” was trying to reach for it. “Do you want the ball dispenser ‘Child A’?”, I said. I took it from the shelf and put it on the floor; “Child A” sat down. I pressed the switch and the ball came out from the ball dispenser. He smiled and I said, “Oh! There it is!” as the ball rolled on the floor. He stood up walked towards the ball and picked it up. He walked back and put the ball into the ball dispenser. He stared at it for two seconds and he looked at me and said “ooh” as he raised his hands on his side. I said, “Where is it, ‘Child A’? Where did the ball go?”. I held his hand and guide it towards the switch, and pressed it. He laughed and I clapped my hands when the ball came out from the dispenser, “Yaay! You found it, ‘Child A”, I said. He imitated me and clapped his hands as well. He put the ball in again and stared at it; I kept on looking at him to see if he would press it. He kept on looking at me and on the candy dispenser while saying, “Ooh ohhh”. “Where is it, ‘Child A’? What do we have to do?”, I said. He was still looking at me and on the ball dispenser. I assisted his hands on the switch again and after three tries he did it by himself. Earlier today, children were playing with the ball dispenser as well. They were dancing whenever they hear the music it plays whenever the switch was pressed.

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