The Importance Of Observation To Work With Students

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

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.

Positive behavioral support is a widespread research based hands on approach to behavioral support that aims to generate ample change for students with challenging behavior. “It involves identifying the purpose of the challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior Ruef, Higgins, Glaeser, & Patnode, 2009). Proven PBS strategies include modifying the classroom environment, increasing predictability and scheduling, increasing choice making, acclimating the syllabus and acknowledgment of positive behaviors.

Today I had the opportunity of observing a left above the knee amputation, which is removal of a body part. This patient was a diabetic with neuropathy and had a wound for several years in his left leg that was severely infected, which was compromising blood flow to his left leg. First, the patient was sedated with general anesthesia followed by prepping and scrubbing the patients skin. Thereafter, the surgeons marked lines on the patient’s skin to guide them in what areas to incise the skin. As the surgeons, were cutting through the skin, I saw that they carefully divided the muscles and clamped then cut the blood vessels to stop the bleeding. Once they reached the femoral bone, the surgeons then used a bone saw to transect the bone. Once

I felt the implementation of my lesson went very smoothly. For the introduction of my lesson, I had students interact with the smart board to practice addition problems and moving manipulatives to get correct answers. The smart board was acting up during this time, and I would say that was the only part of the implementation that did not go smoothly. The rest of the lesson, I helped students practice word problems and create and move manipulatives using kidspiration. This all went very well.

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

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

Is it possible for me to observe more clearly on my lecture related to my major? It is possible by taking scratch notes for observing in an architect class to gather information and learn about my major. My major is mainly about architect engineering that related to construction like building and designing of a dog house that my professor demonstrate in class. This class is a good place to observe my professor bringing the supplies to cut the wood board and stack them together to create a dog house. It is important for my major to observe a classroom and watch my professor to construct a dog house.

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.

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.

I had the privilege of observing a teacher at my church pre-k classroom on Wednesday the 6th of December 2017. Ms. Janet is a teacher at Shiloh Elementary and she always have her lesson for her classroom ready and presented in a well manner. I introduced myself to her and her classroom and was greeted and given a sit by the corner of the classroom. She gets her students up for physical warm up, they all went to stand on their assigned spot for their daily routine.

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

I have a good friend, Courtney, who is doing her student teaching in a fourth-grade classroom at Faubion elementary school, and she arranged for me to come in to observe her cooperating teacher's classroom. On Friday, December 1st at 10 o'clock I had the opportunity to observe Mrs. Makara's classroom for 45 minutes while the class was doing reading stations. The class is organized into six table groups with five students in each group. Mrs. Makara's overhead screen hangs in the front of the room near her table. I noticed that the class was arranged this way in order for all the students to all easily see the screen as well as collaborate with one another for the assignments and projects that are assigned in class. When I came into the classroom Mrs. Makara was finishing up teaching a math lesson. She was using a document camera to project the worksheet that students had in front of them on screen. She was also using a microphone while talking to the class. Courtney later informed me that was because one of their students has a hearing impairment so both Courtney and Mrs. Makara use the microphone when speaking to the class. Mrs. Makara assigned a couple of math problems for the students to work with their table groups to figure out. After each group figured out the answer to the problem Mrs. Makara asked for one volunteer to come up and project their work on the overhead projector. The student showed her work and talked through how her group figured out the solution. Afterward, Mrs. Makara asked all the students to put away their math work and get ready for reading stations.

I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two

Many of the things that we have talked about in class were illustrated for me in