Observation In Elementary School

1. Describe the organization and physical setting of the classrooms you observed. Pay particular attention to safety and accessibility, the physical arrangement of the room, the classroom environment and appearance (Danielson 2e):

One amazing thing that I observed at my field site occurred on Wednesday. I was working with two girls on their math packets, as we usually do for the first half hour. I was doing my best to teach them a little bit more about what they were doing and some tricks to help them develop fluency with the skills they were using. When it came time to work on the project of the day, making kaleidoscopes, the girls chose to continue working on their math with me instead. One of them only stayed for about 30 more minutes, but the other girl sat with me and did math for nearly 2 hours until it was time for lunch. I was impressed by her drive and interest in mathematics at such a young age (she had just finished second grade, but we were working on a fourth

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.

Another student that I observed was always doing something that he wasn’t supposed to be doing. On the first day of my observations, the boy walked into the classroom late, without a backpack, and completely disrupted the class from doing their work. While observing the boy, I noticed that he had not picked up his pencil once to do his classwork, and when he was told to do his work, he would yell at the teachers and interrupt the students. To distract the boy from distracting other students, the teachers allowed him to color pictures and do other activities. When the science teacher came into the class to teach them a lesson, the boy kept distracting the class and kept getting up and walking around the classroom. He then started to draw on

On April 10, 2017, I visited the Early Discoveries Center head start school in Port Jefferson, New York to perform an observation of a toddler’s classroom through the Community head start program. The class consist of 8 students and two lead teachers. The purpose of this observation is to observe and evaluate the classroom environment, activities taking place, the toddlers in the classroom and the interactions between the staff and children.

When supervising young children, it is often difficult to handle children that are uncooperative and energetic. Each morning in my assigned classroom at Playhouse, the children come running into the classroom oftentimes yelling or speaking too loudly. In order to get out some of this energy head teacher, Laura allows the children to have twenty to thirty minutes of playtime and then we meet for circle. Each morning before the children come into class I am responsible for setting up the carpets in a circle. This is so that when the children are finished cleaning up their toys, the go straight to circle with no interruptions. At circle time, the children are expected to be seated quietly and “criss cross apple sauce” unless otherwise instructed

Today I entered into the classroom to see the students placing their homework on their desk and working on “Word Ladder”. A “Word Latter” is an exercise that asks students to brainstorm a word and reshape that word multiple times to be other words. When they were finished with that, Mrs. K. handed out new homework to be put in their homework folders. Then she went over the answers to last night’s math and social studies homework. Mrs. K. was expecting the bus to arrive at 8:30 for the field trip but instead it arrived around 9. As the class finished discussing homework, Mrs. K. handed out bag lunches and asked students to put their backpacks and coats on the back of their chairs. Then the class waited for the bus. When the bus arrived, students

The classroom I observed was my own rising third grade summer school classroom that I am working in for my summer placement. The classroom is typically a kindergarten classroom throughout the year, and is full of vibrant, engaging color. When we arrived to the classroom on the first day of the summer placement the walls were blank canvases as the previous teacher had taken all of her resources down. Due to the nature of our coursework, we primarily filled with anchor charts focused around classroom management; this being at the expense of any content directly related to math concepts or math fluency. In the classroom is a cart full of small laptops – enough for each student in the class. During summer school, math is primarily taught through these computers through a software game based learning program. The students have been working on these computers at this point for two weeks and the majority of the students seem to be able to run the programs themselves. The students work on

A couple of multi sizes blocks and an open imagination can allow a toddler to navigate a an ambient totally opposite from their reality ambient. I enjoyed observing a group of toddlers just letting their imagination take them far as they were playing. The materials these children were using were a couple of blocks in different shapes. In the group there was both, boys and girls. One of the girls seemed to be born with hip disability yet, was one of the most active child full of energy and ideas of how and what else to do with the blocks. With the use of the blocks the children were playing to pretend they were in front of a television and they were tuning into their favorite shows like "Sesame Street, Mickey Mouse Club House, and Little Einsteins."

During my observation, I noticed how the teacher had organized the classroom to inspire and motivate the students through learning. The room was arranged so that the children can easily transition from one area to the next, so they constantly engaged and interested. When they first entered the room, they automatically knew their routine, by placing their bags in the locker and then selected an area to initiate an activity. The areas are segregated into small sections, this allowed for different subject areas which were full of creativity and learning resources, which is an effective strategy for engaging children. (Danniels, & Pyke, 200?).

The observation began in the hallway, as Robert and his class was heading to the library to have their school pictures done. Robert was in line with his class as they were given instructions to stay in line and proceed to the library. As the teacher turned to walk with the class, Robert was in the mid back of the line and he proceeded to run and maneuver his way to the mid front of the line. He was pushing students to get to the front of the line.

The background and foundation of the study is based off of several research studies on classroom environments in Kindergarten Classroom. The approach was adopted by NICHD SECC in kindergarten and preschool programs. The research discovered the high correlation between teacher interactions, classroom environment, and student achievement. The research was the basis for this particular research.

For my signature assignments in ePortfolio I chose to upload Observation 1 and essay about child care center. Both assignments were fascinated me a lot and have a chance to spend excellence time with the kids. These assignments absolutely help me to understand the different developmental stages of Children. Which helped me to learn more clear about the brain and cognitive development in the child. I am also implementing some of the learning with my 17 months’ child. As a casework in profession, I do reinforce refugee clients about different stages in child development. When I see any issue (Cognitive or physical) with the child, I immediately make a referral in appropriate resource.

In this particular class, the students were very independent as a whole. The teacher ran a free flowing class so the children were very chaotic a time. The students were learning about 911 safety and most of the activities were based on that topic. Children had the opportunity to create safety signs or work in the block are where they built a lay out of a town. It was also a student’s birthday so they had the opportunity of creating a birthday card or making jewelry out of beads and string for their friend, and then their family. When they completed either of those task they were asked to go into the carpet area and read a book.

According to Piaget, Marcus is exploring and learning about the world that he lives in as he acts in his environment. As I observed, he grasps, grabs, stares, listening, as well as pretend in the classroom. Therefore, these are the developmental sensorimotor allows him to grow (Berger, 2016). When I observed Marcus, he exhibited these skills as he played with his favorite ball. He also demonstrated his developmental social and emotional skills during the time he interacted with his peers. When Marcus classmates left him, he cried, this allows him to express himself as well show his feelings. Although, the caregiver redirected him, he demonstrated emotions at that time. Children express their feelings through both nonverbal communication and verbal communication. However, this depend on their caregivers to read and recognize their cues. Emotional expression is not developed in isolation; children’s emotional expression is linked to their ability to regulate their emotions (Illinois Early Learning Guidelines). The infant up to two years old strictly depend on their caregivers to assist them. I also learned, that emotions are connected to the cultural and societal influences