Observation In Mason Elementary School

The classroom is well organized and orderly. Students have a routine that is followed each morning. John’s morning activities are without disruption, the morning routine works.

Every month the spring side community leaders inspect every house in springside, and decide which house is worthy of the yard of the month title.This is a friendly even competition between the springside community, but it hasn't been so even for the last three months. When you turn the corner onto crestknoll way you see a house with a blue mailbox and matching blue flower pots near a big rock in the yard, this house, house 2401 has won the yard of the month award for the last three month. In this story I will be talking with the people behind this yard of the month streak. I will also tell some of the tricks that house number 2401 uses. The target audience for this video would definitely be anyone interested in winning yard of the month in the springside community, and anyone who would be interested in keeping their

West is next for the 8th graders at Hadley Jr high. With only a month left in the school year 8th graders are getting more and more anxious. Last Friday students went to a dance at Glenbard West. They got to meet the sophomore and students from other schools.

Felkins used positive reinforcement and rewarded the students with playing a spelling game after lunch. Ms. Felkins used their spelling list and gave a student a word, they would say the first letter and then it would go around the circle. Any student who missed a letter was out and the last person standing got three marbles. She did another round and had the students practice opened and closed syllables. The students loved the activity and had fun competing to stay in the game the longest. Midway through the game Ms. Felkins had to remind the students to have a happy heart when they got out or they would have to stop the game. The students had their assigned job period. During this time the students worked on their chapter summary, Lexia (a math program on the computer) and open and short write word study. They complete these tasks independently for about an hour. Ms. Felkins gave sub directions for the following day. She told the students her expectations for them and what they would be completing with the substitute. She used positive reinforcement and told the students if all of them behaved, they would get free time on Monday. She used negative reinforcement and told them if any of the students get a bad report, the consequence will be having an extra worksheet while the other students have free time. All the students were receptive and encouraging each other to behave so they could have free time. Lastly, Ms.

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

Today was my first day with my coop since she was out sick last week, and meeting her students, I began my day observing. The current chapter that the students are starting is part of the SLOW program; therefore the students need to take a pre-test before they begin learning the chapter. This test will be graded but will not count toward the students' grade in the class. Once the students take the post-test, Mrs. Falchek will compare the pre-test grades and the post-test grades. This information will be use to help her evaluate her lesson and make the necessary modifications.

The third grade class contained 30 students, some in which were ELL’s. The ELL students get pulled out at various times throughout the day. The classroom set up is arranged in 5 different tables that contain a cluster of about 6 to 5 students each. The students are placed at random but, some are placed far from students that they may not work as well together. Throughout the classroom, student’s work is up for display, inside and outside the classroom. Different students are given different jobs that they are responsible for each day. This allows the students to be active learners and hands on. The school makes each class have at least one

In high school, I had a broad understanding of my own classmates’ identities. The things that made them who they are were commonly known. This included socio-economic background, religion, where they lived, and what their parents did for a living. We each had various attributes that played into how we learned, or interacted. Despite our differences, we overall were very similar in the pure fact that we our parents were dedicated to our education, and thus sent us to a private school. Observing at Clay High School, I have seen how different this factor may be other students. The class which I observe is a remediation course. This means that the students are under their reading levels, and may come from backgrounds where parents are not as involved. These kids have bigger things to worry about than a grade. Also, I have noticed that public school teachers may have a different approach than private school teachers. They have a bigger class ratio, which means that an individual relationship with students is harder to maintain. Overall, I have observed how diversity and various environmental factors play into student development and how the teacher acknowledges this.

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.

In this room there are students lined up in neat rows. They are sat at gray slab tables, 16 to a row. All heads are down, buried in work. The instructor sits at the front of the bare room. Scanning up and down the rows of desks, you search for differences. Finding none you move on.

The reading class was working in a whole group setting, using the READ180 book. Each student had a book and worksheet at their desk. During this time Ms. Smisko asked comprehension questions, had the students read a loud, and then completed a worksheet independently.

Upon speaking to the principal about observing he assigned me to Mrs. Johnson’s third grade class, because she was the best organized. I was surprised when I walked into the class and it was not pristine and in perfect order. Shelves are organized with baskets but the baskets are overflowing with books. I was glad to see

Mrs. Lawrence had her students’ desks arranged in three rows of grouped tables. The first row is composed of eight tables and chairs, second row is composed of nine tables and chairs, the third row is composed of eleven tables and chairs, and one table is leaned up against the teacher’s desk.

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.

At 9:55, I promptly sat down and prepared myself for class to begin. Ms. Henares would often begin her classes with a freewrite on our prior readings. She sat in the corner of her class with her nose in a book and a pen at her lips, as the rest of us scribbled into our notebooks. My desperate eyes searched the class for the one student who had done the reading when I realized I was not alone in my search. After what seems like an eternity of silence, a brave student called the attention of Ms. Henares and admitted to not having done the reading. The room began to buzz as my classmates and I confessed to not having read any of the assigned topics for the last few days. One by one the students justified themselves but despite our