Report on Classroom Observation

David’s first impression of his teacher was that she is mean and very sarcastic with her responses. At that point he knew he was in trouble. So, he figured he should come up with an answer very quickly, or he would be embarrassed from his teacher response. Now, it was David’s turn to speak. He did the best that he could with the limited vocabulary that he had previously learned before now. There were a few words mispronounced and he assigned the wrong gender to the floor and typewriter. The teacher over exaggerated reaction made him feel like it was the end of the world. David took a lot of verbal abuse from his teacher. His teacher continued to belittle everyone in the class, which made them all feel worthless. David said his teacher once called him out as a “lazy kfditinvfm.” David became very sensitive after the harsh comment his teacher made about him. David decided that he wanted to prove to her that he was more than just a loser. He spent a few hours every night doing his homework, giving more time and effort to his assignments. David was adamant about giving himself a name and, more of a positive demeanor. However, at times he would feel a bit nervous and afraid whenever she’s near.

Write, or speak with a natural narrative voice, as if telling a story to a friend. Use complete sentences to express your ideas, and make sure that your explanations are thorough by providing details from the lesson. At least five complete sentences.

You are in a “classroom” observing and observe the following behaviors from students. You are to respond to each of the questions regarding each student scenario.

He was a humble guy coming in and was very interactive with students. His traits helped him earn the respect of many students. Out of the eight questions we had to ask, I only brought up the strongest ones to ask him. The first question I had asked him was, "What were your teaching methods during your first semester of your career?” He responded saying, “I wanted to make it enjoyable and relate the class subject to real life situations so students have an understanding of how important the topic is during my teaching points.” My second question was, “How did you approach your kids when they did not turn their work on time or when they were noisy during your lectures?” He said, “Students will be students mainly misbehave, because complications, and they probably won’t even do any classwork. However, as a teacher when dealing with a misbehaved student you have to take them outside and have a word with them or just not have them participate in any extracurricular activities”. The third question I asked was, “how did you interact with your students? Did you focus on strengths or weaknesses when speaking to them individually? He replied, “When interacting with students, I mainly place my mindset within their level. I don’t make it seem like I’m a higher individual with authority. I feel as if it creates a closer bond when you make them feel they’re confronted with someone similar to them. It is best

During a given day in Mrs. Bakers classroom, student enter and exit the room quite frequently. Students come and go from their classroom to Mrs. Bakers room back to their classroom; some students do this twice a day. During the school day, Mrs. Baker taught ten students. When students arrive, they are greeted and then told what they were to do for that day. On the day of observation, tests were administered for assessment and records. All ten students did

Another area that I could have improved on is tailoring the talk to the student’s knowledge level because when she advised that she had very little experience of the skill I still used all the technical terminology I had learnt, sometimes without sufficient explanation. This has to be improved because Jarvis and Gibson (1997) advise of the importance of using the correct language to bridge the gap between people with

student’s behavior and not their character. I will do this by using “I-messages” instead of “you-

The student obsequiously did what the teacher instructed to do in hopes for a better grade in return.

This ability to keep quiet and pay attention regardless of the chaos that was taking place in the classroom allows me to have a very long attention span, which is what I consider as one of my greatest strengths as a student. I can take in a lot of dense information or have prolonged discussions without issue.

Mr. Rodriguez class was very interesting; the students sat next to each other in rows where there were six students on each row. Mr. Rodriguez has information papers all over the walls, and I could tell he really enjoys being a teacher.

I was very interested in hearing Mr. Spaniolo speak, because Dr. Mack spoke very highly of him so, I knew whatever he spoke about would be interesting and useful information. Mr. Spaniolo made his self very comfortable when he came into the room by taking his coat off make the atmosphere less formal. When Mr. Spaniolo gave his presentation and spoke about his earlier jobs he spoke with an enormous amount of passion when talking about being the president of UTA. Mr. Spaniolo was the most energetic speaker that we have had all semester; he spoke to us but was also trying to engage us in conversation and question. Mr. Spaniolo spoke to us from a set of notes that he had, but he didn’t read directly from them it was more of an outline for guidance.

Ms. Bannon is a good teacher. The students and Ms. Bannon have a positive relationship. The classroom was a well-organized classroom. I think that it is a ready to learn environment. Books were organized in bins with different categories. The classroom had posters hung around. The seats were also well positioned. I think that Ms. Bannon is a teacher with lots of passion. She suddenly thought about her students when she noticed that Eric had no idea what she was talking about. Ms. Bannon thought about the importance of teaching her students a new reading skill, which is finding the main idea to a story. I personally liked the fact that she started her lesson with a personal story. The lesson objective and her personal story went well together.

In general, I feel that this lesson was generally successful. The students, for the most part were engaged and thinking about the North East region. During the previous lesson, we discussed that the regions were divided by climate, culture, geography and economy and the students were able to apply those concepts to the lesson. Because they are familiar with this region, because it is our home region, they were able to compare and analyze aspects of this region to the other regions. They determined the climate, culture, economy and geography of this region by activating prior knowledge and sharing what they knew about the

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