Rl Brown Elementary Classroom Observation

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.

The school I observed at is Evans High School located at 4550 Cox Rd, Evans, GA 30809. This school has around 1,800 students in attendance ranging between grades nine through twelve. The teacher I observed is named Jean Lancaster, the chorus and guitar teacher, who has been teaching all grades at Evans High for the past twenty plus years. Lancaster is honestly losing her respect from her students because she is very strict on some students in the classroom, but others can get away with whatever they want without her even batting an eye. She enjoys her job and many believe she will be teaching her classes until she dies.

I teach at Marshall Elementary School in Dubuque, IA. Marshall is in a suburban area of our city. The families at Marshall are in a wide range of incomes, but mostly the families are low to middle income level. The school is located in an area around houses, there is train tracks that run behind the school, then behind that is an industrial area. The Mississippi River runs along the industrial area. The families at Marshall are employed in a wide range of places throughout Dubuque. There are quite a few stay at home moms, factory workers, food service employees, office staff, etc.

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.

When you walk into Amy Zache’s warm and inviting first grade classroom at Beiger Elementary School, you are greeted by twenty three of the most beautiful smiling faces. These thirteen boys and ten girls have a passion for learning that is clearly fueled by the positive energy of Mrs. Zache. Although all of the students are Caucasian, with the exception of one Caucasian and African American boy, she does an excellent job of integrating other cultures into her lessons. Along with worrying about the integration of different cultures, Mrs. Zache must worry about how to make accommodations for the four students with speech IEP’s, one student with a sever cognitive disorder who has an IEP, four boys on ADHD medication, and multiple other students

On Wednesday October, 25nd we went to Lakehill Elementary to observe and teach students. I observed a boy in a grade 4/5. He was wearing camouflage sweat pants, a gray long sleeve t-shirt and Velcro sneakers. He was always front and near the centre during explanations and instructions. This made for him to be a very engaged student. From my observation, I would say that he was very eager to please the teachers and his classmates. He followed instructions and rules and join in with discussions when needed. More so, he always volunteered himself to be used in examples and demonstrations. Overall I would say that this student was enthusiastic, and keen to be in gym class for the majority of the time.

This observation lasted about 5 hours at Floyd Elementary School for a 3rd grade class consisting of 9 boys and 10 girls ranging in ages between 8 and 9 years old, plus one female teacher named Mrs.Squarzon.

I did my observation at Sherwood Elementary on February 7, 2017, in Miss Jody’s ECSE classroom. There were nine students in her classroom. Of those nine students, only one was a girl. There were three adults in the classroom, but one of those adults was one-on-one with a student who was not verbal. For about a half hour the speech therapist comes in the classroom, and she works with students in their classroom environment. Miss. Jody did inform Emily and I of the types of exceptionalities that we may see among the children, which were verbal, social and cognitive impairment. She also included strengths for each child, which was nice to hear. In our reading from the textbook, Richardson-Gibbs & Klein (2014) state, “Each child has his or her

I currently teach third grade at Eli Terry Elementary School, in South Windsor. South Windsor school district is part of DRG B. The school profile includes students in grades pre-school through grade five. Eli Terry houses the district’s pre school outreach program which services students who receive support based upon an IEP, and peer role models who pay to attend the half day program.Eli Terry has approximately 450 students in the school. Eli Terry has somewhat of a diverse population of students, with the majority of the students classified as white(70%). As of 2015-2016 Eli Terry has 87 students who are identified with a disability. In addition to classroom teachers, and one administrator, Eli Terry has several specialized certified

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.

Ms. Collin’s class had lots of books placed throughout the classroom. There were also many comfortable places for the students to read. She has a word wall and alphabet center both easily seen by all students. I observed Ms. Collin’s class during an interactive read aloud. The students sat on a big rug in front of the teacher and listened as she read the book, How Rocket Learned to Read. Before she started reading she asked the students a few questions about the cover of the book. She choose a student to point out and read the title of the book, She asked the students to tell her where the author’s name was on the cover, she also asked the students what word to look for while searching for the author’s name. She called on several students to predict what they thought was going to happen in the book based on the cover photo and the title too. Throughout the book the teacher would allow students to finish sentences, predict what was going to happen next, and take notes on a chart divided into two sections; what we think and evidence. She discussed with the students what certain words mean throughout the book as well. After Ms. Collins was done reading, they had a whole group conversation about the notes they wrote on the chart.

The objective of my survey is to examine different ways add different flavors that would attract a more variety of age groups Cardon, P. 2013). As a whole, I would like to attract customers of all income levels. I would especially like to add a different topping that would attract the younger group (Cardon, P. 2013).

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

This paper will look at boys’ behaviour in an elementary school classroom from an education professional standpoint. Specifically, how to modify the aggressive behaviour of boys who speak out of turn in class. It will look at the effect that behaviour specific praise has on aggressive behaviour. Multiple forms of differential reinforcement will also be examined in regards to how to transform a boy who acts out for attention into a boy who understands his behaviour is not necessary. Differences between girls and boys in an elementary school classroom will also be considered. Through this process teacher, child and the rest of the class will benefit. This paper will begin with ideas for general classroom management and then narrow down