Shaped Classroom Observation

1. Describe the organization and physical setting of the classrooms you observed. Pay particular attention to safety and accessibility, the physical arrangement of the room, the classroom environment and appearance (Danielson 2e):

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 walk into the Preschoolers classroom, I notice the kitchen straight ahead with the door closed. To the right side of me, there’s a gate to divide the Preschool classroom from the Pre-K classroom. There are three sinks inside the classroom so that the students can wash their hands, two bathrooms, one for the boys and one for the girls. As I continue to observe the class, I noticed four rectangular tables with eight chairs to each table to left side of me. There is a big blue round circle shape rug that is placed in the middle of the classroom for circle time. The students have pictures displayed on a Daily Learning Activities Board (DLA) showing math, writing, science and art work.

The classrooms are separated by shelves and a small plastic door. Each small room is divided into different activity sections. The room I observed was the smallest of the four. It was divided into two sections. In the first section was composed of a table surrounded by eight chairs. Around the table there were shelves with toys and learning materials. Some of the learning material that could be found on the shelves were construction blocks, simple puzzles, and writing materials. The second section is covered by a carpet. Two of the walls are made of shelves and a third wall is covered by a board. In the shelves you can find books, music instruments and toys. The board is covered by the letters of the alphabet and corresponding

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

On December 4, 2015 we observed the class for which we developed this response plan. Our main objective was to observe the setup of the classroom as well as the different instructional tools the teacher used to enhance her teaching. In addition, we wanted to see what strategies the teacher implemented to help the ELL and autistic students and see if they were similar to what had in our plan. Upon arriving, we observed that the teacher, Ms. Schmitt, had a large classroom with enough space for groups of students to work together. At the front of the classroom, was the teacher’s desk with a smart board behind it. Several other white boards filled the rest of the wall space. The board on the left was used mostly for instructional purposes while the two on the right were filled with vocabulary and important announcements such as upcoming tests dates. The extra space allowed the teacher to interact with all the students individually. Also, we noted that the teacher had placed the ELL students near the front of the room where she could easily help them or ask them to help each other. The students on the Autism spectrum where located near the back of the classroom where they had more room to work with their aids. However, none of these students were completely isolated from the teacher or rest of the class. Rather all of the students were able to easily interact with one another.

For my ethnographic research I am observing a second grade classroom. I have chosen to observe classroom reading and writing time with the students. In addition I have decided to interview three people (teacher, parent, and student) from the school at which I am completing my observation hours, P.S. 152 Gwendoline N. Alleyne School in Woodside, Queens to have a solid understanding of my research. I will use alternative name for students and teacher. Mrs. S is piloting a writing workshop in her classroom and ELA/ literacy standards will be the primary focus throughout her teaching. My primarily focus will be on the classroom routine.

These are designed for educational centers that give the teacher the chance to sit close to the students and give small-group instruction. The students were currently taking the letters in their name to make new words. Each letter was on a separate piece of paper, and spelt out words like bat, art, and rain. Two bookshelves created a small sectioned off area for a library with a wide array of books to read, and comfortable pillows to relax on. Three different doors led to the hallway of the school, another teacher’s classroom, and the playground outside. Ms. Shober’s desk was in the corner, in view of all the exits, as well as the majority of the room. She had a computer on her desk, and another on a table in the corner to the left of her. There was a giant monitor that showed what was on the computer screen that was playing sing along ABC videos for the kids. A sink was accessible, and

On Thursday December 15th, 2016 I had the opportunity to sit and observe Mr.Warren's seventh period class. His seventh period is a English II honors, which he said would be the best class for me to observe. While I was there I observed many different items we have previously addressed in class. While I was there he touched on operant conditioning, reinforcement, punishment, extrinsic motivation, and classical conditioning. All of these items were shown in the short amount of time I was there.

In this hour students had a 15 minute break instead of recess since it was raining and they were not able to go out. After the recess, Ms. Baylor announced the results of the spelling test and the ones who had scored 100 on the test were asked to come in the front so that the rest of the class could clap for them. Students were then divided into learning centers. Students seemed very actively engaged in their respective centers and were following directions as they moved from center to center after every 20 minutes.

Usually around this time, the kids are outside with the staff’s (student worker) or the teacher. During this observation, all the children were outside on the playground. Being that they all know each other, everyone had someone to play with and nobody seems to be left out or felt alone while watching everyone having fun. Being that the children were all interacting with one other. There were about two children going up and down the slide, about three of them playing tag, couple of them who were playing by the door and a large group sitting in a circle. My main focus was the children sitting in a circle. While sitting in a circle, one of the boy within the group, decided to sing a Christmas song and then picked up a piece of log while acting as if he was playing the guitar for his peers. After singing alone for few minutes, three other children join him to

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.

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

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.

books and bright colors. Children were brought into a room filled with flowers, bright colors, and