Classroom Observation
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. Upon speaking to the principal about observing he assigned me to Mrs. Johnson’s third grade class, because she was the best organized. I was surprised when I walked into the class and it was not pristine and in perfect order. Shelves are organized with baskets but the baskets are overflowing with books. I was glad to see
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The group table is used only for reading. She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.
What classroom management theory do you use? Mrs. Johnson says that she uses positive discipline describing the behaviors she wants to manage her classroom. When I asked her to expand on this she said that basically she lest the students know what she expects and they feel trusted to reach those expectations. They know what consequences will be and decide for themselves if they want to suffer those consequences or not. She has the words free time taped to each student desk and when they break the rules they mark off a
I was sent to observe Mrs. Cannon 's 1st grade class after she contacted Dr. Jekyll at Athens State. Upon entering Mrs. Cannon 's classroom I noticed that her room is colorful and the student 's work is displayed all around her room. The desks are in rows, there is a Math Center, and there is a rug as the reading area.
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):
The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor
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
The first observation I made about the teacher, Ms. Hayes, was that she was very passionate about her job. I could tell this is in many ways, but mostly by the way the classroom was arranged. According to Lynch, teachers should “use every possible area of the room to create an atmosphere that encourages participation and learning” (Lynch, 2015, p.272). The student’s desks were separated and put into rows, but at certain points during the school day they were allowed to rearrange their desks and get into groups. I think this is a very efficient way to set up the desks because some students are easily distracted and other students like working in groups to learn from each other. There was a smart board in the middle of the room so every student could see it from their desks. The smart board helped the students when trying to understand multiplication. Another aspect to the classroom that I thought was very important was the reading rug. The reading rug is a good way to get the students excited each day to listen to a new story, read aloud by the teacher. I could tell Ms. Hayes put a lot of time and work into decorating the classroom to make it a fun and studious learning
Haughn’s classroom was very organized. She had her desk in the front corner near the windows, while the desks were in the middle facing the front of the room. She had a bulletin board near her desk with a calendar to know the date as well as any other important events coming up. Near the windows, there were shelves that had books, games, and activities for the students for inside recess or for assignments for the students. The students had a place when you first walk in to put book bags and coats on to keep the clutter under control. While in the back corner, she had supplies of pens, paper, coloring utensils in a cabinet. Next to the cabinet was the student’s papers in alphabetical order in an
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.
Prior to my observation, I was eager to have an opportunity to observe a class for an entire school day. While I certainly have a background working in school settings, I have never been able to focus on understanding and evaluating the different aspects of the school day. For my observation, I was placed in an inclusive fourth grade class. Two co-teachers ran the class of eighteen students.
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.
This lesson was from the Math Investigation books that are provided to the teachers every year. This was the start of a new unit, which was unit five. I was a little nervous to start off the unit considering this would be how the students view the rest of the unit. I had some trouble reading about the lesson when I first saw it. I got a little confused and thought about why the cube train was involved. I ended up looking ahead and seeing how it fit in to other units and it made a lot of sense.
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.)
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
For my classroom observation I had the opportunity of sitting in on a first grade regular education classroom. Listed below are the following that relates to the teacher’s classroom design.
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.
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.