Example Of Classroom Observation

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

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.

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.

My experience observing students in a 5th grade ELA classroom over the course of the last eight weeks has been both fulfilling and beneficial in the aspect of being one step closer to achieving my burning desire of becoming a teacher. Within my short time at Big Ridge Elementary, I had the opportunity to take over tasks such as making copies, laminating materials, grading daily quizzes, preparing report cards to be sent home, in addition to simply observing student interaction during individual and group work. I was given the chance to partake in car line and recess duty with the teacher I had the pleasure of shadowing. Many of the skills and tips I was given along the way will be carried throughout my remaining time

While visiting Pleasant Lea Middle School, I have observed that students in 7th and 8th grade classes demonstrate a wide range of intellectual abilities. For example, in 7th grade math class there are students who are above their grade level in math, while there are others who are way below. There was one student who could not recognize that number 2 is smaller than number 10. Most of the students in class are on grade level, but there are a few who are way above. The teacher makes accommodations in class to meet the intellectual abilities of all students. Before the class starts a new unit, all students take a quiz. If they score 4/4 on any section, those students are not required to participate in

My last set of observation hours were done at PJ Jacobs’s Jr. high grades 7-9, located in the Stevens Point school district. The teacher I observed at this school was David Hauser. Prior to this practicum experience I had no knowledge about David, or any knowledge about the Stevens Point school system. David seems to have a very strong background in team sports and athletics among the Jr. high school and high school levels. I feel David’s involvement in sports reflected strongly in the way he managed the classroom, supported student learning, incorporated different teaching styles, and ultimately lacked the ability to maintain students attention resulting in irrelevant play and poor classroom behavior from students.

My purpose of the observation this week was to examine classroom management. As soon as I arrived to the room, I got my paper signed and sat down at my usual spot. The round table at the back of the class. Students should work together as a team to make the class better. As soon as the kids walk into class in the mornings, they should know to get out their composition notebooks and do their warm-up that is up on the board. Students should follow the teacher's directions as soon as they come out of her mouth.

During my second scheduled observation, I was observed doing several things with the whole group. First I lined up the class and walked with the class to and from their bathroom break. I had students meet me at the carpet for a quick math fluency. This fluency involved up one/ down one. Then I had students go back to their seats and I guided them through rocket math. The last activity I did with the class that was observed, was a math application problem that was to be completed in student math journals. I had students solve a problem in their journals, and called a student up to come share their work with the class.

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

I would have to say I really enjoyed observing this semester. I have not yet taken a class that required observing, so at first I was a little nervous, but after going to the first school, I couldn't wait to go back to another. I decided to go to a few different schools for my observing, just so I could see some different teachers and different students. I think it is important to get different experiences. At each school I observed a Pre-K class, and at all of the schools, I had something memorable happen. The one that stood out the most was at Vinton Elementary. After their morning learning time, the teacher let the kids play in centers. She told me that I was more then welcome to go interact and play with the kids. I can't even explain

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.

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

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.

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