Non-Traditional Student Observation Report

Through observations, many thoughts can be running through our minds at what we observe. Some of our thoughts can be good and/or bad because we unconsciously generate particular thoughts based on personal experiences, stereotypes, biases, etc. A couple of days ago, I observed some students that were sitting around me in the library. I observed various students over the course of 4 to 5 hours because I was also working on homework for other classes as well. Before and after my classes I go to the 4th floor in the library, on the individual desks to eat work on homework, and study for my classes. It’s become my second home.

I have visited the Cranbury Presbyterian Nursery School and have observed the classroom in great detail during my last three visits. In this preschool classroom, there are usually 8-10 students present whose ages are from 2 to 2 ½. There are also three adult staff present without including myself. This classroom consists of two rooms which are connected to each other. One room only has a large circle rug and a rectangular table. The other room adjacent to it is slightly larger and contains multiple centers and activity areas, which I will later describe in detail. Bathrooms and sinks are also present in the classroom. And the children have access to a playground with a sandbox outside. For this facilities paper I chose the two

This week I did both an interview and a small observation of my third grade host teacher's classroom. I was first able to interview my host teacher. Miss A does use many of the techniques for teaching words that were listed on my observation form. Specifically she uses crossword puzzles, dramatizing, word sorts, possible sentences and dictionaries. She also uses many techniques that are not listed on the observation sheet as well. She does a lot of repetition with her students. She has them right there words in rainbow colors, in vowels and consonants colors, in alphabetical order and many more that I didn't see. Miss a believes that " they are all useful for different students. Some students feel like crosswords are helpful and others feel like pictures are helpful" () I would completely agree with her statement in this regard. I do think it's good to have many different options for the many different students you have in your class. Miss a believed that there were a lot of benefits to wide reading. She make sure that the children are provided with a variety of texts especially her students who are ELL students. She mention specifically that it "helps build their schema for Content areas such as social studies and science and the vocabulary that goes with that."()

The classroom observed for this assignment was a 4/5 year old (pre-kindergarten/kindergarten) room in a local day care. After researching the correlation between play, development, and diversity, many realizations came to light. First, there are different stages of play and they all correlate with the developmental stages. Then, diversity is found in every classroom, either positively or negatively effecting the room. Educators who are flexible with change and comprehends the levels of development for children are expected to create a positive and effective learning environment filled with play-based activities. Below show three scenarios of classrooms from infants, toddlers, and preschool/kindergarten room.

This morning the above student was reported by a female student he used to date. The female student stated the young man is harrasing her and follows her around the school. I had to walk the female student to her class because the above student was around the corner waitng for her. I asked him to go to class. He stated he was going to speak to his counselor about something

During the experiment of boys, I observed three men in the 20s who were talking about homework last weekend. During this experiment, A was on his computer talking about finances. B and C were locked into their computers without looking at A. The connection between the men seemed disengaged, as the DVD described. Most of what Deborah Tannan found is that the boys would sit at an angle. However, the participants had a couch, sitting besides each other. When they watch a movie, they would still talk and listen to each other, but would look at each other rarely at times. It lasted for a few minutes because they went to go eat together. In summary, they talked about sports and compared their teams over each other.

During my morning at Gray-New Gloucester Middle School, I sat in on a wonderful special education classroom. I started my observation at 7:15am which was great because I was able to observe the students coming into school and see how they settle in and see their morning routines. The students came in and put their bags away and got out their folders and pencils and sat down at their assigned table. Each student ate their breakfast along with working on their morning work. Their morning work was a worksheet having to do with subtracting money and working with decimals. While working on their morning work each student was very calm. I was able to talk with the teacher a little bit before class and she explains to me that the students in her class either have autism or an intellectual disability. While we waited for the bell to ring their was one little girl who took an interest in talking with me. She was showing me her stuffed animal and telling me his name and what they like to do together. It’s really great having the students interact with you even if its just as simple as that.

I had the opportunity to observe in a collaborative classroom during field observations for my EDUC 1301 class two years ago. In that school teachers usually worked collaborate to do lesson planning and instruction. For example, in the second grade that observed in, one teacher taught science and math and the other teacher taught language arts and social studies. I feel that collaborating with others can help teachers come up with more creative lessons for student and new strategies to teach the material. Also, dividing up the work, allows teachers to focus more on the subjects they are teaching and actually have more time to plan the lesson. On the other hand, I personally will dislike being in a collaboratively taught class if my partner

The technology available to my cooperating teacher and I includes, Smartboard, doc cam, computer, laptobs, osmo, and Ipads. . I have observed my cooperating teacher use the doc cam to project differnt documents onto the smartboard. I have seen her use the smart board to write on or use interactive media on. I have also seen her use the ipads to hel pstudents in the classroom. She used her computer and laptop mulitple times to either project a video for students or to show an assignment. We recently recieved an osmo in the classroom. She spent a few days showing students how to use the osmo and we are finding other ways to implement it in the classroom as

As a counselor assistant, I have been given multiple projects specially during the fall semesters. For example, last spring I was given the tasks to prepare a workshop for undocumented students while preparing for Transfer Celebration Day. Trying to find the information through CSAC and having to contact different vendors for the event was challenging yet rewarding. It was rewarding because I assisted undocumented students that were transferring to a four-year institution by informing them of the financial aid requirements and scholarships. I had to contact multiple CSAC representatives to find out details about the Dream Act application and other vital information. At the same time, I was also contacting vendors that could visit Pierce College

For observation log number one, I observed Mrs. Henry’s sixth grade classes on Monday, August 31, 2015, at LC Middle School. I arrived before 8’ o clock that gave me plenty of time to have a pep talk with Mrs. Henry and get all settled before class started. First, I observed Mrs. Henry’s Homeroom Reading class for an hour, after that I observed her Social Studies Class that had several Special Ed children in it, I also observed her students during a seminar and then the rest of the day on I observed Mrs. Henry’s Social Studies classes. Mrs. Henry is primarily a Social Studies teacher who has taught for twenty-two years. I observed for a total of _______ hours this day.

Veterans Elementary School in Hannibal, MO held a Dr. Seuss Breakfast for kindergarten through second grade families. This breakfast started at 7:15 in the morning and then went till school started in the library. I observed this breakfast for thirty minutes, from 7:15 to 7:45. At this event, there was a total of two teachers, two librarians, and the principal was there. There was a total of 45 families there when I was there and out of that number I counted 22 of them were parents.

An observation I had on the in-class activity was that I only recognized few aspects in which I am not privileged. As far as intersectionality, I am considered a “double-negative” in which I am black and a woman; however, I did not take into consideration privileges that I am such as my sexuality, ability, and age. I feel I failed to realize these forms of privilege because I am not discriminated in those arenas, so I hardly recognize them. If at any point I was discriminated for being heterosexual, able-bodied, or as a young-adult, I would pay more attention to those factors.

The names in this Observation Report have been changed to protect the privacy of the parents and the child.

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