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.

My field experience was in Ms. Felkins third grade classroom at Washington Elementary School. The class there are nineteen students total, nine boys and ten girls. There are two different ethnic groups in the class, four African American students and fifteen white students. Additionally, there are three students who go to a resource room throughout the day for academic instruction. One of the students goes to the resource room for thirty-minute increments throughout the day. Three students go to a small reading group each day to work on reading skills.

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

First, do you enjoy teaching others? If so, teach something for which you have a deep passion.

The kindergarten classroom I observed was ethnically diverse, consisting of African-American, Biracial, and Caucasian children. The teacher-student ratio is 2:21. The teacher currently has one biracial female whose mother is Caucasian and whose father is African American, 2 African American males, 9 Caucasian females, and 9 Caucasian males. The males outnumber the females only by one. The students are between the ages of 5 and 6 years old. The cultural background of the classroom consists of Christians and non-believers. Most of the children’s families live in poverty and are raised by relatives other than their parents. The diversity of the students learning needs is high as most are on a 504 plan, or are eligible for special educational services or processes.

Classroom Two is also an Elementary special day class Ms. Lopez is the teacher, she has been teaching for 5 years. She has a Masters with her special education credential. She is Bilingual she speaks English and Spanish. The children she services have speech and language impairment and on the spectrum for Autism. The classroom ratio is one adult to two children. She had two instructional aide and 6 children in the classroom.

unyard is educated in a Special Class placement. Junyard was observed during a Math lesson that included whole class instruction and individual seatwork. He mainstreamed into the general education classroom.

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 conducted my observations at the HUB, outside where the tables are located. I decided upon this location due to its large size, alongside the fact that it is placed in a spot where most people have to pass by while walking to class. Additionally, I decided to sit outside the HUB rather than inside due to the fact that I would be exposed to more people, sounds, and smells; I would be out in the open rather than a closed setting. Almost every UCR faculty member takes pride in mentioning how diverse the UCR campus is, however, I had not truly recognized how diverse the campus is until I sat down and focused on observing other people. I noticed people of all sizes, skin colors, hair types, speaking a wide array of different languages and eating

I’m a teacher at JD Middle School and my teaching area includes grades 6, 7, & 8 located in a low economic impoverished area in the city. My classroom is comprised of five girls and fourteen boys from several different ethnic backgrounds which include 5 African Americans, 8 Hispanics, and 4 Caucasian. Standard 3 The students in this class age range from 11 to 14 years old. My classroom is a specific learning disability classroom (SLD), most of the students have difficulty with processing long term and short

On April 10, 2017, I visited the Early Discoveries Center head start school in Port Jefferson, New York to perform an observation of a toddler’s classroom through the Community head start program. The class consist of 8 students and two lead teachers. The purpose of this observation is to observe and evaluate the classroom environment, activities taking place, the toddlers in the classroom and the interactions between the staff and children.

One can safely assume that not every child can perform at superior levels from the same method of teaching. When a child does not perform highly due to this reason, it is called a “mismatch”. This often happens in situations where students cannot identify with the course material presented. Most children, especially children of color, in one form or another, experience such adversity in their education. These “mismatches” cause low test scores and low educational drive in the student. This causes an “achievement gap” from the disconnect between the way lessons are structured, the content itself, and the way it is presented (Jabari, 2013, pg. 36).

For the school of observation assignment I attended Ms. Laurie Jenkins’ sophomore health class at Liberty High School in Hillsboro, Oregon. Ms. Jenkins is a friendly teacher, she greeted her students as well as myself. The classroom consisted of primarily White and Hispanic students with a mixture of other ethnicities. It was roughly an hour and a half long lecture. The day I went in for the classroom observation, students were learning about both the female and male anatomy.

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.