Pre School Classroom Observation

Teachers and staff engage in conversation that focuses on the child’s total experiences, asking open-ended questions, modeling listening skills and turn taking.

I observed a sixth grade classroom (eleven to twelve years of age) at a middle school in Ringgold, Georgia. The classroom seemed to be fairly even in regards to how many children of each sex were in the classroom. The majority of the students were white with a few african american and hispanic children among the mix. The sixth grade classes did not have enough employees to only teach one subject therefore, the teacher that I observed taught language arts and mathematics. The first thing you notice when you walk into the classroom is the mathematical shapes all along the upper wall like a wallpaper border. These shapes were projects from her students in the years before. The next thing that you’ll notice is the way the desks were set up. They were set up in three separate groups. One group of around twelve desks faced the

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

As a toddler teacher, I was interested in attending an ECFE class with children between the ages of 16 months and 24 months. Therefore, I contacted the STMA (St. Michael/Albertville) school district to set up an appointment for their Terrific Toddlers class. After getting a background clearance, I was contacted to set up a time to observe the Terrific Toddlers class. On October 24, 2017, I observed this ECFE class. The class goes from 8:30am to 10:00 am, and it was led by parent educator Ms. Liz. The class was a non-separating class, as the children are at the side of their parent(s) the entire time. I was particularly interested in attending a non-separating class because as a toddler teacher, I have never been in a classroom setting with both the child and parent(s) present. This ECFE class meets for eleven weeks every Tuesday; therefore, I observed their 5th session. In this class, the majority of the participates are stay at home mothers.

For my observation, I observed a second grade general education classroom at Emmanuel Children’s Mission. The day of my observation, I met with Mrs. Cooper, the classroom teacher to go over the purpose of me examining her classroom, which is to observe three students. I observed two boys and a girl, one African American boy and the other boy and girl were Hispanic. They all were seven years old. Student A, the African American boy according Mrs. Cooper, he is on the spectrum and receives small group instruction through RTI. Student B, who is the Hispanic boy he is learning well thus far, without any signs of a learning disability and so is student C, the girl.

My observation was at Lincoln Elementary School, located at 221 Cross Street, Harrison, New Jersey. I observed an atypical child in the Kindergarten Inclusion Classroom, in which had a teacher aide Collen Sawyer, a general teacher, and a teacher aide assistant. The classroom has seven students with special needs participating in a Least Restrictive Environment with 14 students without disabilities. The classroom was ample with reading area, dramatic area, science area, manipulative area, writing and art area, and the area with a border and projector for the teacher interact with the whole-group, it also had a bathroom inside the classroom, which the teachers could keep eye on them.

On November 18 at 10:30 AM I had agreed with Alicia’s teacher to let me in the classroom for just about 20 minutes so I could observe her for my early childhood education class. I told her that I wouldn’t be using the real child’s name and that I was just going to observe her movements and what she did while in school. As soon as I came in the classroom I saw the classroom full of colors like pink, green, red, orange, yellow and much more. The classroom was also full of bulletin boards about the season and about the latest holiday witch in that time was Thanksgiving. and pictures of the children and their families that were places in front of their cubbies. I also saw different types of books like "The very hungry caterpillar" and "The five

Sleep, attention, learning, and memory all go hand-in-hand when trying to improve the ability to learn and remember things. First of all, getting adequate sleep is beneficial in many ways. According to the National Sleep Foundation, adequate sleep for people age 18-25 is 7-9 hours per night. Getting enough sleep allows a person to have more energy to do daily tasks such as going to class and learning. The more sleep you get, the more awake and focused you will be during the day. Focusing your attention is also an important aspect of learning and remembering. Attentional focus basically means focusing on the things relevant to the task at hand and suppressing distractions. If you do not get enough sleep, your attentional focus will be decreased

When I was observing the preschool lab there were many different activities that we kids were involved in. There was one table for snack time, two tables for the kids who wanted to play with play-do, and then there were several other kids who were playing outside. In the room there were about 12 preschoolers and 4 teachers. I noticed that each teacher stayed with a group of about 3-4 kids. This is important because each teacher can focus on the three or four kids they are with at that time. If the kids need any help or assistance a teacher was always close by and paying attention to that individual child’s needs. The room was very well organized and the kids were spread out so that not all of the kids were doing one activity at a time.

There were three children I observe from the preschool classroom. Ms. Neeland is the preschool teacher at Project Hope Early learning center. I observe two five-year-old and one four-year-old child. Ms. Neeland pull the three children aside and read a story to them she asks them questions about what happen in the story and told them to write down something that happen in the book. M.J was the child that was talking asking most of the questions. When I observe M.J. She was giving single word answers and asking questions. To help a child with spoken language you should use pictures, familiar objects, body language, and physical cues. As educators, there are plenty of ways we can expand the child vocabulary by talking to them, develop background,

This lesson was from the Math Investigation books that are provided to the teachers every year. This was the start of a new unit, which was unit five. I was a little nervous to start off the unit considering this would be how the students view the rest of the unit. I had some trouble reading about the lesson when I first saw it. I got a little confused and thought about why the cube train was involved. I ended up looking ahead and seeing how it fit in to other units and it made a lot of sense.

Prior to this activity during inside time I introduced the children to the words and objects. For instance, the day prior we talked about weather, snow, and we made ice cubes together. As we made them we talked about what we observe. My co-teacher took picture as we conducted this activity. I asked the children open-ended questions and helped them connect what they already know about ice and snow. I modeled language for young children and used every moment as a teachable moment. For instance, if a child pointed to the cup after he poured food coloring it. I replied, “Yes, the water is turning red.” “Why do you think that happened?” As the children replied I modeled language, expanded, extended, and used repetition. For instance, T.A. held the ice cube in her hand and said,

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

In the preschool, snacks for the children are provided 'buffet style' in an open kitchen area furnished with two connecting child-size picnic tables. Snacks and juice are accessible to the children in this area for a 45-minute period followed by free play time. Children are free to sit with one another as they please.

When I was volunteering in Ms. Charlene Carrillo’s Pre-K class at the Pre-K 4 SA North Education Center, I decided to observe the social skills of a Pre-K student. The student I decided to observe was a little girl, named Josephine (Josie). Josie was a sweet and kind 4-year-old little girl, who was always the first one to raise their hand to answer a question. It was because of her kind, curious nature and intelligence that I decided to observe Josie.