Kindergarten Classroom Observation

On November 13, 2014 at Grossmont College’s Child Development Center, I observed Konnor who was born on March 11, 2011. At the center, there are roughly around 15 children between the ages of three and five; there is one adult for every six or so kids. The preschool center’s indoor environment is safely secured with a locked gate that separates the outside door which leads to the younger children centers and parking lot with the hallway to the learning and play area. There are two separate rooms, but they both have screen doors that lead to the same play area outside. The room on the left, which Konnor is placed in, was smaller

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor

The language arts lesson began with Ms. House having the students discuss the use of punctuation in a sentence. I liked how she sternly, but calmly was able to redirect students back to their seats when they came up the book. The students knew exactly what she meant and quickly listened to her. I also noticed how the majority of the times she called on a student whether or not they had their hand raised. This is a great practice because it prepares students to always think about the question asked and to have an answer ready. Ms. House had the students transition to the next activity by standing and shaking their arms and legs. I believe this is a great way to quickly give students a break and then redirect them to the next activity.

When the children walked into the classroom, they all seemed excited and eager to start their day. Miss Suzy greeted each student with respect and a smile on her face. Every child seemed to know where

On February 1st, I visited the Britton Macon Area School. The teacher I observed was Ms. Richardson. She teaches a self-contained classroom for middle and high school grades. I started the observation at 8:00 A.M. until 11:32 A.M.

Hi everyone, I am observing on Wednesdays from 8-10 and Fridays 3-4 in Cuesta Children’s Center Preschool 2. I believe a child’s environment can affect their mood, social skills, ability to learn, mental health, and physical health. These essential elements need to be meet or it will affect their adult lives. I feel the Cuesta Center does a remarkable job of offering all of these, and has wonderful transitions throughout the day. I enjoy observing the teachers modeling acceptable class room behaviors, asking open-ended questions while using descriptive language to help to expand children’s speech, and they were engaged in the children’s presents. I was engrossed with how the class offers multiple opportunities for children to broaden their

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

Observing- Mrs. Falchek will still be teaching one 8th grade class for this chapter because it is the SLOW chapter for the school district. She needs to teacher one class so she may be able to track the students' growth after the lesson.

Felkins used positive reinforcement and rewarded the students with playing a spelling game after lunch. Ms. Felkins used their spelling list and gave a student a word, they would say the first letter and then it would go around the circle. Any student who missed a letter was out and the last person standing got three marbles. She did another round and had the students practice opened and closed syllables. The students loved the activity and had fun competing to stay in the game the longest. Midway through the game Ms. Felkins had to remind the students to have a happy heart when they got out or they would have to stop the game. The students had their assigned job period. During this time the students worked on their chapter summary, Lexia (a math program on the computer) and open and short write word study. They complete these tasks independently for about an hour. Ms. Felkins gave sub directions for the following day. She told the students her expectations for them and what they would be completing with the substitute. She used positive reinforcement and told the students if all of them behaved, they would get free time on Monday. She used negative reinforcement and told them if any of the students get a bad report, the consequence will be having an extra worksheet while the other students have free time. All the students were receptive and encouraging each other to behave so they could have free time. Lastly, Ms.

An unannounced monitoring inspection was conducted on 1/6/2016. I arrived at the operation which is located at 3422 Richmond Rd, Texarkana about 12:57 pm. I was greeted by Comekia Island, the person in charge while director was at lunch. I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing. Roshonda Epps the director arrived approximately a hour later. When Epps arrived I handed her business card and then explained the purpose of my inspection and reviewed the subchapters I would be observing.

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.

In the preschool, snacks for the children are provided 'buffet style' in an open kitchen area furnished with two connecting child-size picnic tables. Snacks and juice are accessible to the children in this area for a 45-minute period followed by free play time. Children are free to sit with one another as they please.

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