Ms. Lydicks Classroom Observation

Lanza’s classroom, one is immediately facing her desk, which is positioned in front of the windows on the opposite wall of the classroom directly across from the door. Whiteboards and bulletin boards, as well as a “Smart Board,” cover the span of the wall between the door to the hallway and Mrs. Lanza’s desk, and to the right of her desk is an instructional station comprised of two trapezoid tables pushed together with four chairs placed around it. A ledge spans in a “U” shape around the classroom, from the corner where Mrs. Lanza’s desk sits to the opposite wall. A bookcase rests on top of the ledge at the back of the classroom, and a cart containing laptops and chargers is found in the back of the classroom in front of the ledge. Two cabinets containing various classroom supplies are found on the wall opposite Mrs. Lanza’s desk. There are four clusters of student desks in the middle of the classroom. Three of the clusters contains six student desks, with the fourth containing seven. Each cluster is two desks wide by three desks long, with the fourth group having an additional desk stationed at the “head” of the cluster in the center of the two columns. A rough model of Mrs. Lanza’s classroom is as

In conclusion, observing in Lewis E. Wadsworth elementary school with Mrs. Poland was an amazing experience. As I said in the beginning it was my childhood dream come true. I have always wanted to work with children who struggle in academics and everyday life. It has always been a passion thriving inside of me. I have already made plans to continue volunteering with Mrs. Poland and Mrs. Byrne’s. Mrs. Byrne is the EBD teacher. I was able to meet her in person today Friday September 11th. She has such a heart for these children as well. I would like to add she has incorporated many calming techniques in her classroom to help keep the children relaxed and comfortable. She was explaining to me how she first started off a few years back

On the right side of the classroom there is a closet that has four doors and on each door there is small bulletin board three of them with students names and their weekly tasks. Also the teacher also has one of the four bulletin boards with the student of the month and his or her achievements. On the left side of the room there are organizers with books and materials for students use. This same side of the room has the wall with another bulletin board with vocabulary words in which words are added daily and changed weekly. The vocabulary words a placed in alphabetical order. The words placed on the wall are based on the topic of the day. Also, I noticed that when the teacher is going to collect work from the students she first hands the their individual folders for them to place their work in and later she collects everyone 's folder.

In this lab experience I was observing eighteen to nineteen first grade students at Jefferson Elementary. Most of the observations take place in the classroom. I observe at different times of the day, so that I can experience different areas of study. I have observed this class with their regular teacher, two substitutes and the reading coach, as well as a portion of the class with two special activity teachers.

. My students’ desks were usually found to be in groups of four and five, but the kids could be found on the floor all around the room any time they had an opportunity. I was looking at some pictures I took in class one day and began to think about other alternatives. Of course, Pinterest is the first place I looked. I discovered that it is very easy to find example of creative elementary classrooms, but it proved to be very difficult to find examples of interesting secondary classrooms. But I DID find one room. Here is the link to the article from “The Cult of Pedagogy”, complete with pictures. One look at this, and my new creation quickly formed in my mind.

As I walked into Kennedy 234 I couldn’t help but notice the layout. I had just walked past the larger classroom, Kennedy 236, and was expecting something a little different. Kennedy 234 sits off into a corner of the building with windows placed on the far back walls that brought in very little light. There are four round tables with grey cubby-like stations on them which held Dell laptops inside them. There are larger projector screen as well as monitors on posts that display the same images projected onto the projector screens.

The objective of my observation was to observe and record the decor of my classroom. The classroom size is medium size and the whole class is very colorful and compact. Three of the four walls in the room, are full of posters with a lot of color and literacy strategies. The posters are both in Spanish and English. The posters don’t only have catchy words, but also include artistic drawings. Small posters hang from the ceiling with the numbers of each table. There is a small library on the wall straight ahead of the door when you enter

The classroom is set up in a way that is open and inviting for the students. There are various centers set up throughout the classroom where the children can work on various activities. To start off the lesson we will be reading a story in the reading center. The reading center has a large circular area rug, a comfortable rocking chair, book cases and book stands full of various books and small cushions for children to sit on during story time. The rest of the lesson will take place in the activity center. The activity center has a few long tables and chairs, shelves that have various compartments that are labeled for the various materials like paint, crayons, etc. and a small sink against the wall for easy clean up. There is a manipulative play center that has a water and sand table along with other various objects. There is also a dramatic play center that has different costumes and props and a play kitchen with child-sized tables and chairs. The children’s work is displayed throughout the classroom and children have their own cubbies with their names on them where they can put their belongings upon entering the classroom.

12 boys, including 1 special Ed, 2 dislectic boys, 8 girls including 2 dislecitc girls, and not including the female teacher.

In Ms.G classroom, the students are expected to learn together. The staff treat the students the same and give students individual attention when needed. Students receive a variety of therapy and counseling such as speech, occupational, and physical Therapy.During my visit i noticed that a young boy, i later learned name was Marco, seem to be reluctant to participate in group activities. Ms.G and other staff did not seem to be bothered by Marco's behavior. Later I asked ms.g what has she done to help Marco open up more. Ms.G explained that Marco has been this way all year and will probably get out of his shell in time. I would recommend the use of Invisible Support which according to the National Center for Quality Teaching and Learning (2016)

During my interview with Ms. Jenkins, a preschool teacher in a Head Start classroom explained that her students were between the age of 4 and 5. Soon after I asked Ms. Jenkins which of the developmental theories does her classroom practices reflect? Her response was “According to Jean Piaget’s theory on early childhood briefly states that not all children of the same age will have acquired the same level of development. The appropriate practice I implement to first assess each child then based on the information I am able to identify the manner in which to create differentiated instructions for each of the activities. I also do a lot of one to one and peer group activities based on the children’s interest throughout

Our observation was unstructured, we were observing people's behavior in their natural surroundings. Such as the Notre Dame High School classrooms, the first class was in Anthropology and the other was a Religion classroom. We record what we had seen about the students on the phones in two tally charts, a girl side, and a boy side, It seems the girls had 26 tallies while the boys had 22 tallies over the course of October 1 and Octobre 26. We observed during classrooms that the girls were mostly told by the teachers to put their phones away and wrote everything down in a tally that had the date and the gender.

As we move away from the office and down the hall, classrooms are situated in a circular fashion with the library at the center, giving a centralized meeting point for the school. Figure 2. 2nd Grade Classroom

The students will enter the classroom quietly and sit at their assigned tables. There is one assigned student per table who will grab their table's assigned art tub for their daily work. Once everyone is seated and ready to learn, I will begin the lesson for the day.

As you first walk through the door into the classroom, you will notice how large the classroom is. As you scan the room for the first time you will see that the room has lots of pops of colors from pictures and posters on the walls. You will see the roughly twenty- five cheap plastic desk and chairs. The walls are tan painted cinder blocks, the paint gives the walls a smooth yet sort of bumpy texture. As you look up to the ceiling you will see ceiling tiles, that over the years have faded and been scuffed up. Looking down at the floor you will see that the floor is covered in well abused glued down laminate tiles. The tiles stared as an off white and have slowly yellowed. Cabinets wrap around the room that alternate between a pale yellow and white,