Sample Classroom Observation

My observation was spent at Bedford Rd School in Pleasantville, New York on January 9th to 13th during my winter break with Mrs. Vecchiariello’s kindergarten classroom. The classroom has two teachers one is a teaching assistant and the other is the teacher of the room. There are 20 children in the classroom with some students with special needs so in the morning the teacher gives 1/1 help on the side in the room on a table and some get pulled out with a special education teacher.

I have visited the Cranbury Presbyterian Nursery School and have observed the classroom in great detail during my last three visits. In this preschool classroom, there are usually 8-10 students present whose ages are from 2 to 2 ½. There are also three adult staff present without including myself. This classroom consists of two rooms which are connected to each other. One room only has a large circle rug and a rectangular table. The other room adjacent to it is slightly larger and contains multiple centers and activity areas, which I will later describe in detail. Bathrooms and sinks are also present in the classroom. And the children have access to a playground with a sandbox outside. For this facilities paper I chose the two

This officer was traveling north in the 700 block of N Broad St and smelled a

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.

The first class I taught on April 13th, 2018 was Mr.Nantz 4th grade class. Ellie and I taught this class together, however, Ellie was the lead and I was the assistant. We taught this class about brushing and flossing. I felt that Ellie and I were both prepared for this class. We had all the materials we needed. We also had enough planned and had enough time to do all the activities. We first educated the class about brushing and flossing and then did a demonstration. After the demonstration, we divided the class into groups and let them practice brushing on Spot and flossing on the models we made. The final activity we had planned was “tick tac tooth” which the students really enjoyed. I felt that “tic tac tooth” was especially effective and

Which section of the lesson allowed students time to explore their ideas? Observe one group of students and describe what is happening during this time. (If possible, list a few student comments.)

The positive feedback that I received from my peers was the fact that I was able to convey information easily. Even though they had some difficulties to understand everything, my peers were able to learn the basic concepts about cellular structure and function. I was also told that using a diagram to explain the functions of the different structures.

The researcher observed a class of twelve four to five year olds at a preschool in New York. The majority of the children were white and male presenting. However, the gender ratios in each trial varied, since not all children were in attendance every day. Furthermore, not every child in class was observed in each trial, which also caused variability in how many children were observed in a given trial. For instance, in the first trial, the researcher studied three girls and three boys of eleven children. In the second trial, the researcher observed four girls and four boys of ten children. In the third trial, the researcher studied four girls and four boys of nine.

Formal education can be seen as a way of transmitting the knowledge and skills that are conceived important in any given economy and society. (Farrington-Flint & Montgomery, 2016, p. 151)

My overview project was intended for an eighth grade reading class. The students had a ten day lesson plan based on the types of point of views that they would encounter. The main point for this unit was to have the students understand the characteristics of each point of view. Point of view is crucial to have the readers understand their readings and who is speaking during the text. The classes were constructed in two types of ways, some were teacher lead and others were in peer groups. The teacher lead gave the student the proper information to put in their information packet, and the peer group interaction was to help the students understand and work together on the point of views. During the peer groups they will be reading and writing

Saugatuck Middle and High School was very traditional school. It seemed as though I was walking through a school that I would see on a movie because it was so traditional. There were signs here and there on the walls, they promoted a lot of working together as a school and doing your best, nothing crazy or unique. The high School and the middle School were separated very well and it was not confusing on which part of the school was which. This was very impressive and important because it made it feel like it was two different schools even though they were all in one building. The middle school had a big sign over the hallway that began the middle school that said “Welcome to Saugatuck Middle School” and the high school had pictures of old graduating

In a third classroom I was observing they were learning about inferring, the teacher had the students recall and tell him what had happened so far before beginning reading. While reading he would stop and as the kids to infer how a character felt about something happening and why. The students then would be asked to predict what they thought would happen based on what they inferred. With only a little guidance the students the students were able to understand the content of the book based off predictions,inferring and using clues from the

The engagement consisted of the teacher displaying all the color coordinated flower parts terminology on the word wall. The students were encouraged to do a talk, pair, share to come up with possible ideas for what the lesson was about. The teacher introduced and briefly discussed five vocabulary terms that were essential for the flower part dissection lab, which were: sepal, ovary, petals, stamen, and pistils. These terms were placed on their labeling diagram, which helped the students when labeling their flower parts lab diagram during the dissection. The students were extremely motivated to figure out what the lesson was a bout from the word wall terminology. Most of the students had a pretty good idea for what the lesson was about,

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