Observation Of Burris Laboratory School In Muncie, Indiana

I was sent to observe Mrs. Cannon 's 1st grade class after she contacted Dr. Jekyll at Athens State. Upon entering Mrs. Cannon 's classroom I noticed that her room is colorful and the student 's work is displayed all around her room. The desks are in rows, there is a Math Center, and there is a rug as the reading area.

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

Leni Fragakis’s class was an average size about 20 students with a few more girls than boys. While I was counting the number of students one girl stood out to me, she was in the back of the room in a wheelchair. Because of this the classroom had to be set up in a way she could get to a desk and around the room comfortably. The desk were set up in four sets of five and off to the side there was a table with computers. This means the room was a little crowded but the girl in the wheelchair could still get around to the desk in the back and a few other important places in the classroom.

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

On February 1st, I visited the Britton Macon Area School. The teacher I observed was Ms. Richardson. She teaches a self-contained classroom for middle and high school grades. I started the observation at 8:00 A.M. until 11:32 A.M.

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.

In the collaborative classroom Mrs. Baker works closely with Mrs. Dilsaver. On this day, there was a substitute and Mrs. Baker was not able to collaborate because she had a meeting at the time of the collaboration classroom period. Within the classroom there are students with a learning disability in reading. The classroom desks were set up in groups. There were six groups fours desks together. There was an active board and computer for the teachers and a computer station for the students. On the walls were vocabulary words, paragraph structure, how to write paragraphs and posters about

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.

Introduction In the fall of 2017, I was assigned my first field experience as a student in the college of education at The University of North Georgia. My opportunity to spend 20 hours observing and assisting in a fourth grade math class in a public school setting allowed me to see firsthand the implications of my coursework and readings in Education 2130. Through observing and supporting the teacher by conducting small group re-teaching sessions, I was able to more deeply understand topics including student motivation, assessment and evaluation, learning styles and techniques of instruction including direct instruction and student-centered approaches. Field Experience

Since my time at Sparks Elementary I have only been able to observe two routines that my mentor teacher has done with the other 3rd grade teacher’s. To start off the morning, Mr.Locklear meets his class in the cafeteria to greet them before the day get’s started. The teachers then instruct the student’s to set their backpack’s in their designated area and take the materials needed for their first rotation of class. When the student’s have set there belonging’s down, the teacher’s line up the students in the middle of the common area, where the student’s will be lead to their special’s classes like Music, P.E and Art. While the student’s part take in special’s, Mr. Locklear takes care of any last minute assignment’s or note’s he need’s before he start’s teaching his first class. He also take’s part in a weekly meeting the 3rd grade teacher’s conduct to go over any announcement’s or strategies. Once the student’s come back from special’s, Mr.Locklear starts off his math lesson with Mrs. Sanchez classroom. As soon as the student’s enter the class, they are instructed to take out their journal’s and engage with what the teacher is teaching for the first 10 minutes of class. In those first few minutes of class Mr. Locklear introduces the topic or objective that the students will be learning and engages them to participate in the examples he places on the permithian board. He then has the student’s break up into group’s to do their daily math station’s. While some student’s do

Miss. Phillips had to restart the smartboard to get it working; after it started working she continued the morning song and dance with the students. After the students was done with their morning routine she had them sit down on the ABC’s carpet in front of the smartboard and told the class that today was picture day and right after they got done they would come back and work on math and shapes.

My Observation for Ms. Lydick class started, as the students were in stations, working on fluency, word work, and writing. This week I was assigned to provide accommodations that the teacher has to do with certain students.

The content area observed was Math. Mrs. “P” began the class by pointing out the different math problems that were written on the white board and that the students had been working on this week, her goal was to do a class review.

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.