ISS Classroom Observation

1. Describe the organization and physical setting of the classrooms you observed. Pay particular attention to safety and accessibility, the physical arrangement of the room, the classroom environment and appearance (Danielson 2e):

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

The second day of observations began in the special education resource classroom. The special education teacher was absent, and a substitute teacher was covering the class. During the observation the student was participating in a small group reading lesson. The student seemed to do well participating in the lesson during the first four minutes of the observation. The substitute teacher had to stop the lesson to tend another student in the classroom. During this time the student exhibited the problem behavior five times. The student made three negative comments to the peer sitting next to her at the table. The student then left her seat to go to the trashcan, and while she was up, she made a negative facial expression to another student

For my ethnographic research I am observing a second grade classroom. I have chosen to observe classroom reading and writing time with the students. In addition I have decided to interview three people (teacher, parent, and student) from the school at which I am completing my observation hours, P.S. 152 Gwendoline N. Alleyne School in Woodside, Queens to have a solid understanding of my research. I will use alternative name for students and teacher. Mrs. S is piloting a writing workshop in her classroom and ELA/ literacy standards will be the primary focus throughout her teaching. My primarily focus will be on the classroom routine.

The observation sites selected were selected for their stark contrast thus allowing for the most in depth analysis of the differences and similarities in play at these two different locations. The two locations where Central Classroom Building (CCB) 117 from one to two pm on the 22nd of September and traditional equipment play structure park area in Morgan Hill form three to four pm on the 23rd of September. There were eight kids surveyed at these two locations, they were all partaking in play of some sort and in a setting that encouraged it.

For this assignment, I chose to observe an afterschool program session with ETSS at their North I site. ETSS is a local nonprofit organization, whose mission is to be the focal point of integration for immigrants, refugee families, and low income individuals in Central Ohio in order to improve the quality of their lives, to facilitate their integration through education, training, supportive services, and self-development opportunities, and to increase the awareness of their culture and heritage in Central Ohio. This site hosts children from the Nepali community, ages 6-18. I chose to observe this site the first week of April. I was first introduced to ETSS this past program

Jazmin refuses to practice and to complete other class work (Do Now, Worksheet etc.); therefore, she is failing the class. In the past days, she has been fixing her hair or doing other beauty salon staff in class. I called her mother to talk about it, but nobody answered. She is also treating to move to a different class and says that the reason she is in mariachi is because her mother made her. Today, she wanted to argue with me because I gave a guitar pick to two students that were working diligently while she was being disrespectful to me. I did not engaged in her conversation and told her that I will be calling her mother again to fix this issue as soon as

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.

Romelo had a difficult time transitioning in the ISS classroom. He reported to the classroom upset because he had to serve his time. Romelo was given many opportunities to gain self-control. Many behavior interventions were implemented to help him be successful in the ISS classroom. I gave him several verbal warning with the rule sheet to encourage positive behavior. He still continued not following directions.

Properly conducted classroom observation is a powerful tool in the continuing professional development of teachers. The revised performance management arrangement for teachers, which came into force on 1 September, 2007, clearly set the expectation that classroom observations are to be developmental in nature and multi-purpose in usage. The Education ( School Teacher Performance Management) Regulations 2006 state that the total period of classroom observation allowed per performance management cycle should not exceed three hours and, in many cases, will be less, depending on individual circumstances.

The International Society for Technology in Education (ISTE) standard number four is defined as educational administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources. The ISTE Classroom Observation Tool (ICOT) is a great asset available to our schools by the ISTE website to help analyze and develop data for our teachers. This tool can be used to help gauge where the school and faculty are in regards to effective technology use and where they need to go in the future. This standard requires the administrator to push their faculty to use,

Some students in elementary school seem to breeze through their school years, whereas others struggle, putting them at risk for getting lost in our educational system and not reaching their full potential. Parents and teachers want to help students succeed, but there is little guidance as to which learning techniques are the most effective for improving educational outcomes. This leads students to implement studying strategies that are often ineffective, resulting in minimal gains in performance. As educators, one of the main goals in the classroom is to have students be able to transfer the material they learn in the classrooms and translate that to the real world. We must produce effective problem-solving and critical-thinking skills in our young students so that they are ready to overcome any problem that awaits them. In order to get a better understanding, I visited three schools in the Selinsgrove area school district. I visited the Selinsgrove Intermediate and Elementary Schools and I also visited the Child Development Center located on the campus of Susquehanna University.

The observation take place at school, where several students was asked to try out using a website called Trello. Trello is a website that allows a group or team to manage projects as well as any single person to manage their own personal tasks. The subjects was asked to create a few common lists such as To-Do, In Progress, and Complete. Then create a few tasks that they needed to do. Most subjects really this service once they get used to it. However, when first get started without any instruction, the subjects found it to be confusing. For example, the cards (tasks) have to be drag from one list (In Progress) to another (Complete). For most other todo softwares, the users only have to click on a task that they have finished, and it will automatically be crossed out with a single click or button. This new web application found to be quiet new, but the users were willing to learn to use this web application, since they can put many details into each tasks rather than just a sentence of what they needed to do like other todo softwares.

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

Internship teaching is the culminating experience of the first degree program in education. It provides the opportunity to apply theoretical knowledge on pedagogies in the actual classroom setting and gain the experience. The internees are exposed to an environment where they encounter learners for the first time and face them with multitude of ideas, approaches, techniques and processes. During the internship period I got ample opportunities to demonstrate the art of teaching in actual situation and participate in all activities at the school level.