My Classroom Observation

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.

I again observed children in the special services department at the Coulter Grove Intermediate School building in Maryville, Tennessee. Though this department covers a wide variety of grades, I concentrated my attention on the second to fifth graders. These children were in the same room, with another special services classroom across the hall. My observation hours occurred between the hours of 12:00 PM and 2 PM. I focused a session and a half (or three hours) on observation of the social and emotional domain in child development. While the special services department does contain children with special needs (therefore, those who have not developed to their fullest capacity), it also features neurotypical children who work as “peer buddies” and are developing normally. The gender divide among the children was around even, although there was a definite race divide, with most children being white. One child out of all the children was black. As a result of the department being focused on special needs children, there were many more teachers than there is in a typical classroom, with the majority of these teachers having a calm approach to leading the children, although making sure to be very firm in their directions. The classroom differed from a “typical” classroom, with a couch on one side of the room and space to sit down on the floor and work. There was also a special area dedicated to children to have time to “cool down” and a bathroom attached to the classroom. While I

My eighth grade classroom is set in a Jr-Sr. High school and is located in the Jr. High hallway, in the rear of the high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. My desk and computer are in the back corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Google Classroom is used daily as well as many other applications suited for 1:1 schools. I also have a projector hanging from the ceiling and two large white boards located on the front and side walls of my classroom. The class that I will be focusing on in this paper is made up of 26 students, 15 boys and 11 girls. One student with learning disabilities, another is an ELL student. This class meets for 55 minutes.

Today was my first day in Mrs. Ferguson’s first grade class at North Mahaska. When I arrived the students were not in the classroom yet so I talked to Mrs. Ferguson about my schedule for the semester. She said that today I could sit in the back and observe. I was a little disappointed because I did not feel a warm welcome like I have with my other observation experiences. Once the students arrived, they began their bell work where they practiced writing their name. I was surprised by this since the students are in first grade and should not have to practice writing their name.

At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because of it being in the summer. After I entered into the classroom, the entire class welcomed me with “hello Ms. Flournoy”. It made my day to see all of those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview and observation was a total of 2

I observed a sixth grade classroom (eleven to twelve years of age) at a middle school in Ringgold, Georgia. The classroom seemed to be fairly even in regards to how many children of each sex were in the classroom. The majority of the students were white with a few african american and hispanic children among the mix. The sixth grade classes did not have enough employees to only teach one subject therefore, the teacher that I observed taught language arts and mathematics. The first thing you notice when you walk into the classroom is the mathematical shapes all along the upper wall like a wallpaper border. These shapes were projects from her students in the years before. The next thing that you’ll notice is the way the desks were set up. They were set up in three separate groups. One group of around twelve desks faced the

In conclusion that Every educator observes the children identify the skills and abilities to be able to support the children’s development. In each age groups, the children develop skills and abilities at their own pace, however, the skills of preschoolers, kindergarten, and school-age have a wider development differences. That I noticed the Skills that was Observed in School-Age Video they knew how to explain the basic rules of the game to the educator, where the children were able to play Beyblade with rules, Also, they were using their memory where they knew how to explain the rules of the game . The school age was using self-regulation because they are planning how to play the game and how to start the game where they are becoming more selective and adaptable where they are waiting for their group members to be ready so they can start to play the game.

I did my observations in a first grade classroom at R. L Brown Elementary school. My supervising teacher had strict guidelines about the lesson that she was allowing me to teach. Because I was doing my observation so close to the end of the year, I could only teach during the science block. She allowed my to choose between two standards. The standard I choose was LAFS.1.RI.3.9 Id( Identify basic similarities in and differences between two texts on the same).I spent a lot of time doing my lesson plan called the and different, and I tried to plan for everything possible. To be honest my lesson went okay. It was the little things that caused the most problems. I learned that actual teaching is a complex profession. There are always a million

I observed a high school class in Broken Arrow on March 28th, 2018. The class that I was in was comprised of sophomores, juniors, and seniors. It was a self-contained level two class. I arrived at 8 a.m., but it was late start Wednesday so were only a few students in the class at the time. When I first arrived the paraprofessionals in the room did not acknowledge me, I found out later that they thought I was a peer tutor. I thought it was strange that they did not know which peer tutors were there every day. Although after I spent the day in the room, I learned why they did not know which specific peer tutors were theirs. There were between 5-10 peer tutors come in every hour. There were only three in the room when I arrived, during late start

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.

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.

Imagine being a whale. Not just a ginormous whale, but one that lived in a fish tank that didn’t accommodate your size. You’re uncomfortable, never any wiggle room, and there’s not enough room to breathe. I figure this is a decent analogy to describe my middle school for me.

From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a first grade teacher. Her class is comprised of twenty one students out of which only one female student was being considered to be assessed for emotional and behavioral disorder. The topics being taught in Ms. Bluhm’s classroom throughout my observation were addition and subtraction. Lastly, on my first and last day of observation from 11:15 am to 12:20 pm, I observed Ms. Jennifer Blankenship, who is a fifth grade Math and Science teacher. Her class had twenty four students and was specifically for the Gifted and Talented students. Even though I was assigned to four teachers, I mostly took notes in Ms. Parker’s class because she was more involved with students of special populations than any other teacher.

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

Being an observer in a classroom mainstream is really an amazing experience. One can see how the teacher and students interact with one another, how students engage and participate in the learning, what instructional strategies the teacher use to help students with different learning needs acquire skills. Moreover, being an observer provides a chance to share those aspects of the class which could have been better if attention or a strategy would have been used to assist students who struggle with learning difficulties or emotional behaviors. However, the classroom I observed had two important elements to take into consideration. The first element pertains to English Language Learners (ELLs) and the second one depicts that the students had mild learning disabilities and emotional behavior disorders. Thus, having identified these two elements I was expected to see how and what should be done in this situation which dealt with ELLs and their disabilities respectively. Let us now describe the school I observed.