Teacher Observation Essay

classroom, I was not sure what kind of teachers or children I would encounter. On June 8, 2015 through June 10, 2015 I conducted my Special education observation at one of my neighborhood schools. Once I walked into Langston Hughes Elementary school, I felt welcomed and excited at the same time. I had an option to pick between four different classrooms, but when I met Mrs. Bell, I felt a connection. She seems like a warm, cheerful teacher. Mrs. Bell is a teacher in a self-contained classroom. Her

1. Describe the locations where you conducted observations and how much time was spent observing at each site: who was there, what were they doing, when and where did you observe, how was it being conducted. Briefly describe the people and setting at each site. • The first location I conducted my observations at was at my Church on a Sunday Morning. I spent about an hour watching one of our young elementary school teachers teach the kids during Sunday School by reading and talking with them. • Another

Observations is needed in our profession because it helps us read children without hearing them. We understand what they’re going through by their facial expressions, body language or tone of voice. I feel that I have mastered this gift of reading what children and adults want because I have three children of my own. Each child is different and reacts to situations differently. Therefore, knowing what signs to look for helps tremendously when successfully guiding children. In my first observation

strategies allow teachers to interact with students and explore content areas with a purpose. It is a very useful tool that is incorporated with lesson planning and implantation as well. The teaching skills and strategies include observe, support, stretch, direct, stimulate, plan and professionalism. As a teacher, it is important to not only gain experience with these skills and strategies, but feel confident in your ability to promote each one! Observe is a teaching skills that teachers can benefit from

because adolescents are exposed to seeing and experiencing many things with their peers and teacher. While conducting observations of a classroom structure and how a teacher manages their class, theorist Albert Bandura (1925) explains the process of the importance those two categories are to an adolescent development (Dolgin,2011,pp41). With the participation of lead teacher Donna Dempsey the observations made reside on the importance of structure and management in the classroom. The classroom

types of observation: these being narrative observation and time sampling. I chose to do both because the strengths of each help to support the weaknesses of the other. The main weaknesses of time sampling are that it causes the observer to miss potentially important behaviours that occur

As soon as their teacher, Mrs. Root asked them to settle down, they instantly became silent. This is an example of an unspoken expectation of the teacher and is one of many hidden curriculums that I witnessed in the classroom. Another instance was during instruction; Mrs. Root had asked a question pertaining to shapes and who ever knew

space was very limited. In this specific classroom, the ratio was 2:15 (1 teacher, 1 aide and 15 children) and this classroom isn’t shared with another class. The classroom has two long tables with six chairs per table: six red chairs and six blue chairs. The cooperating teacher explained that she has a red table and blue table because she wanted to separate specific friends due to behavioral issues. For circle time, the teacher has a rocking chair right in front of the circle time mat and everything

Teachers are aware of what they should do in the classroom when teaching young children. Teachers should provide opportunities to develop positive dispositions toward learning when working with young children to make sure they are using their knowledge and skills. Teaching young children, the skills that need to learn about is the big key of understanding what the information that you will need when you are assessing the young children. In this paper, the reader will read about observation and documentation

collaborative and professional learning originating from Japan. It is a ‘systematic investigation of classroom pedagogy conducted collectively by a group of teachers rather than by individuals, with the aim of improving the quality of teaching and learning’ (Tsui and Law 2007, p. 1294). Typically, a lesson study will involve small groups of teachers collaboratively planning a ‘research lesson’ which one teaches while other members of the team observe with a focus on the learning and participation of