Ramirez Charter School Observation

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

The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor

The behavior at lunch is strange, especially on fridays. The kids are stuck in class for five periods and they finally get free for thirty five minutes. All the kids yell at each other from across the cafeteria. A lot of kids screaming and the boy screaming like little girls. Not many of the kids are quiet and good. Some of the quiet kids quoted that “They are lucky to get of lunch alive”.

Through a written Profile of Lacy Elementary School, Special Situations Analysis of the School Cafeteria I was able to analyze their current situation. Through my observations, I will explain issues and factors of student, teacher/staff, and environmental characteristics. Continuing, I will assess the current incentives and consequences, along with the

I choose to observe our cafeteria, better known as the Fresh Food Company. It was the perfect location to observe because there is a lot of interaction at lunch time. There are

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.

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

For this research, I asked one of my friends, Hannah, who still a student there to skype me in so I could observe. We started to skype at the end of her class and I watched as her and other students herded into the lunch building. She described what she witnessed as I paid close attention to the screen. Many students were either speed walking or running toward the lunch lines while other rushed to claim their spot in the cafeteria or hallway. Once all the spots are claimed in the cafeteria and on the sides of the hallway, several social groups take to standing in

My field experience took place at S Bryan Jennings Elementary in Mrs.Reid 's second grade classroom for a little over a month. During my time within the classroom I observed the subjects: reading, mathematics, and phonics, science, and writing. I also observed a teacher planning period. When I was within the classroom I observed the techniques the teacher used in the subjects, the programs used, the children’s abilities with the subject and/or topic, the students struggles within the subject and/or topic, the teachers struggles with students who did not understand, and the stereotypes that applied and/or did not apply to the classroom, teacher, and students. Within this dissertation, I will describe and focus on these observations in a more specific way following with observed examples.

As I walked in the cafeteria for breakfast I noticed that the vibe was very different. I could feel something exciting was about to happen but I couldn’t put my finger on

Rancho Solano Preparatory School (RSPS) was founded in 1954 and for decades was highly praised by parents as being family-oriented and community-centered. In 2007, the school was sold to Meritas Family of Schools and within the subsequent seven years changed its strategy to one with international interests. Other changes in the school were not so positive and included an increased lack of transparency with parents and teachers, which resulted in a gradual disconnect with the community leading to anger and distrust on the part of parents. To address these issues, this paper will identify the three major organizational subsystems and recommend changes to the subsystem most in need of change. In addition, this paper will provide

My second observation also took place at Benito Juarez, a middle school located in Crystal City, Texas. I observed Ms. Balderas sixth grade science classroom. Even though some of her classroom management methods were questionable she had some teaching strategies that were effective. She also motivated students by giving them extra credit to improve their six-week grade. All in all, the teacher had some effective and ineffective methods to manage and teach the classroom.

The learning environment I chose to create mirrors what my high school English class would ideally look like if money was no object. According to the USC Rossier School of Education, on average, students in the United Stated spend about 11,700 hours of their lives inside school buildings. I chose to design a comfortable, calm learning space, that reflects passion-based learning, with a neutral color scheme and flexible seating arrangements to optimize my student’s learning style and environment so that in return what they learn in this space becomes part of who they are and their identity. Jennifer Ward, a high school English teacher in Michigan and a TED-Ed Innovative Educator, revamped the style and environment of her classroom this past year. Her explanation for rearranging and decorating the class particularly stood out to me, “A high school English classroom is more than books and desks. A classroom needs to reflect the lives, the learning, the connections and collaborations that happen here.” (Juliani, 2015. P. 3).

walk into your classroom. Through this you can see how no one classroom is ever like. Each

To begin, when I first walked into the school at 8 AM, I noticed how calm and welcoming it felt. I believe that this calm natured environment was created by the attitudes of the teachers and other staff and by the school’s appearance. I noticed student made artwork hanging down every hallway, welcoming in the new school year with positive messages. One particular activity, hanging in the center of the school, really caught my attention. It was a big cork board with colorful pieces of paper and pencils for writing. Above the board read the “Kindness Wall”. This was a place where students, or staff could recognize kind things other students or staff did. The papers hanging on the wall said things like “thank you so-and-so for making me feel better” and “so-and-so helped me tie my shoe”. It was such a positive, self-confidence boosting activity that really helped set the environment of the school. Another observation about the school environment happened during morning announcements. The principle used the intercom to recognize students