Observation Of Education In The Classroom

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.

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

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.

Lanza’s classroom, one is immediately facing her desk, which is positioned in front of the windows on the opposite wall of the classroom directly across from the door. Whiteboards and bulletin boards, as well as a “Smart Board,” cover the span of the wall between the door to the hallway and Mrs. Lanza’s desk, and to the right of her desk is an instructional station comprised of two trapezoid tables pushed together with four chairs placed around it. A ledge spans in a “U” shape around the classroom, from the corner where Mrs. Lanza’s desk sits to the opposite wall. A bookcase rests on top of the ledge at the back of the classroom, and a cart containing laptops and chargers is found in the back of the classroom in front of the ledge. Two cabinets containing various classroom supplies are found on the wall opposite Mrs. Lanza’s desk. There are four clusters of student desks in the middle of the classroom. Three of the clusters contains six student desks, with the fourth containing seven. Each cluster is two desks wide by three desks long, with the fourth group having an additional desk stationed at the “head” of the cluster in the center of the two columns. A rough model of Mrs. Lanza’s classroom is as

They require a variety of supports, such as homework assistance, as they progress through the school curriculum. A large number of students in the classroom are Polish and they come from upper class families. The physical arrangement of the room is similar to a traditional classroom, but instead of single desks she uses rows to foster collaboration between students. For instance, the teacher has her desk to the right of the room with two steps of separation from the students. There are six rows in total containing three seats in each row. The space allows the teacher to walk freely throughout the classroom and give each student individualized attention. In addition, the general education teacher makes sure to label folders, books and testing material with student names. There are two additional assistant teachers in the classroom including myself. We provide assistance to the general education teacher on different days, but work collaboratively when

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

Jayden’s class consisted of seven boys and one girl. The classroom was very small and can hold up to twelve students. Towards the front of the classroom, was a SMART board, calendar, classroom rules, behavior chart and a clock. Above the SMART board, was a list of the

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.

The classrooms are separated by shelves and a small plastic door. Each small room is divided into different activity sections. The room I observed was the smallest of the four. It was divided into two sections. In the first section was composed of a table surrounded by eight chairs. Around the table there were shelves with toys and learning materials. Some of the learning material that could be found on the shelves were construction blocks, simple puzzles, and writing materials. The second section is covered by a carpet. Two of the walls are made of shelves and a third wall is covered by a board. In the shelves you can find books, music instruments and toys. The board is covered by the letters of the alphabet and corresponding

Prior to my observation, I was eager to have an opportunity to observe a class for an entire school day. While I certainly have a background working in school settings, I have never been able to focus on understanding and evaluating the different aspects of the school day. For my observation, I was placed in an inclusive fourth grade class. Two co-teachers ran the class of eighteen students.

She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.

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.

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

Bulletin boards reside on the north and south walls. Construction paper cut-outs of essential Spanish phrases and pictures are scattered on the board for flair and to produce a vidi image. Encouraging posters inhabit the south side of the wall. All pieces of furnitures are labeled with their Spanish term to help the students learn objects. The atmosphere of the room is energetic and radiant as you can help but feel warm inside. Mrs. Tijerina developed the room to encourage learning while maintain a fun and exciting aura. Students enjoy the layout of the room and find that the layout of the furniture and objects benefit them while learning.