Classroom Observation Paper

This week I did both an interview and a small observation of my third grade host teacher's classroom. I was first able to interview my host teacher. Miss A does use many of the techniques for teaching words that were listed on my observation form. Specifically she uses crossword puzzles, dramatizing, word sorts, possible sentences and dictionaries. She also uses many techniques that are not listed on the observation sheet as well. She does a lot of repetition with her students. She has them right there words in rainbow colors, in vowels and consonants colors, in alphabetical order and many more that I didn't see. Miss a believes that " they are all useful for different students. Some students feel like crosswords are helpful and others feel like pictures are helpful" () I would completely agree with her statement in this regard. I do think it's good to have many different options for the many different students you have in your class. Miss a believed that there were a lot of benefits to wide reading. She make sure that the children are provided with a variety of texts especially her students who are ELL students. She mention specifically that it "helps build their schema for Content areas such as social studies and science and the vocabulary that goes with that."()

On Thursday, November 3, 2016, at approximately 10:51AM, I, Officer Larry Thomas was dispatched to Hooper, right at the bus stop, in reference to two males fighting.

What skills have you learned or practiced? Relate the use or development to your classroom experience/learning? Did you feel the classroom experience prepared you to use or acquire this skill? Please discuss.

Interactions between groups of people at sports events, especially on college campuses, have a large presence and seem to bring groups of people together. A group in sociology can be defined as people who interact with one another and who believe that what they have in common is significant; also called a social group. The audience ranged from children to seniors, from diverse race and age, but all seemed to share multiple norms and behaviors throughout the game that were fascinating to observe. The subjects, though very diverse subgroups in the audience are being studied, held similar norms and behaviors that created a sense of community among the audience, especially when specific obvious behaviors were reciprocated

My first observation was completed by my school professor. Going into the lesson, I really was not sure what she would be looking for when observing me. I felt this was a good thing because not knowing, I just taught the way I usually do and as nervous as I was, overall I was pleased with my performance and evaluated effectiveness as a teacher.

The purpose of this observation was to observe how elementary students learn with a focus on conditional conditioning, operant conditioning, the social learning theory, as well as phonemes, morphemes, and syntax. The observation took place at Karaffa Elementary School on March 29, 2017 and March 30, 2017. There were 3 groups of students from the Psychology class going to observe 3 different classes at KES. The observation on this date was in Mrs. Donnelly’s classroom at around 1:00 pm. The subject that was chosen to be observed was a female who was in the 2nd grade. Both days of observation consisted of the same topic which was telling time. In the next paragraph, the description of the subject and the classroom will be discussed.

The structure of the classroom in which I was observed in had a warm welcoming and childlike atmosphere, which every preschool or head start classroom should have. As one should enter the daycare center, the first thing that is seen at the door is a bulletin board of all the teachers and staff at the daycare. Along with that is an introduction piece of the teachers for each classroom, it talks briefly about how long the teacher has been in their profession, as well how long they have been working at the daycare center, and what they love about working at the center. As you enter the classroom, there is the office and in front the office there is the cubbies for the student to put their jacket and things of that sort. Behind the cubbies are

During the duration of Alternative Education Perspectives, the class has visited different educational environments. The different environments include Spectrum School, Beloit Memorial High School, and the Welty Center. Spectrum School, which is located in Rockford Illinois, is a private school ranging from the ages 4 to 14. Beloit Memorial High School, which is located in Beloit Wisconsin, is a public high school that houses about 1900 students from the ages of 14 to 18. The Welty center, which is located in Beloit Wisconsin, is an environmental center that teaches kids from the ages 4 to 14. The three different learning environments teach their kids using different techniques. There is controversy on how each place teaches, but all of the teaching techniques are effective in teaching their students. Spectrum School, Beloit Memorial High School, and Welty Center use different teaching techniques that are similar to the readings in class.

I completed my community service learning hours at the Academic Club held at Carson Elementary School. The program consists of a cycle of 30-minute intervals of reading, homework, and writing assigned among three different groups of students. The different groups were also separated by age and reading ability. The majority of the children that I tutored ranged from kindergarten to second grade and were bilingual English and Spanish speaking students, with their first language being Spanish. The topics that I am going to discuss are cognitive development and information-processing, and achievement motivation and style.

The objective of my survey is to examine different ways add different flavors that would attract a more variety of age groups Cardon, P. 2013). As a whole, I would like to attract customers of all income levels. I would especially like to add a different topping that would attract the younger group (Cardon, P. 2013).

I observed a five-year-old from my church for the language development observational case study. She wanted to show me how to do some art projects. Therefore, most of the language used was either descriptive or directive. She typically told me what she was going to do right before she did it or told me to help her with something, either with a question or just telling me to do something. Most of her phonemic pronunciation was fairly accurate. I have not seen her in a little while, so this is improved since the last time I spoke with her. However, the θ and ð sounds were not quite correct all of the time, but I could still understand what she meant. I am not concerned about a language delay as some slight mispronunciations are still common

A classroom observation was done during a LA class which time is during 1:45-2:20. The class consisted of 16 students, dividing into two groups. In class, there were one general education teacher and two paraprofessionals who were sitting each group. The lesson was about adding numbers with more than three digits. One of paras was working with Rashad. Rashad sat down by the window. When the observer walked in, the class was correcting Power-up answers, but Rashad was heading down and drawing on the backside of worksheet while the para was sitting near him. After correcting the answers in a large group, the teacher called Rashad and gave him a sheet to record his score. As soon as he received the sheet, the para came and helped him record his

Walking into a learning center class brought a very unique learning experience that varied from other classrooms. This stems from the fact that this class had many students all of different ages working on many different courses instead of one; some students would be in the classroom completing math homework, while others would be studying for science. Consequently, I learned that every student varied in their ability to learn; some of the younger students needed me to walk through questions step-by-step while most of the older students just required assistance on how to approach a problem. Furthermore, there were students that had difficulty grasping concepts because of my teaching method. Subsequently, I learned how to assist other students by applying the different types of learning methods. These learning methods essentially helped students use the strongest of their three senses to their advantage.

“Hey Nathan, do you have a few minutes to talk?” “Sure” The conversation then continued as I began to explain to my seventh grade English Language Arts, Resource Specialist Program (RSP) Co-teacher, Nathan Poole, the teacher observation and evaluation process assignment. I explained to him that this observation and evaluation would not be part of his formal observation with the principal, but would use the school districts official observation and evaluation forms (Little lake City School District Observation and Evaluation Form). Moreover, I expressed that it would be a wonderful learning opportunity for me to experience as I go through the administrative leadership program. Without hesitation, he agreed and we scheduled dates to meet for

Throughout my observation hours that I completed at South Forsyth Middle School, I learned many things that I can apply to my classroom when I become a teacher. I was cultured inside of the classroom to many new techniques and teaching styles that will be beneficial for my career that is to come. I experienced the classroom in a wide variety due to the different environments I witnessed during my time observing. Taking my experiences from the broad array of students, I now feel more prepared for what lies ahead in my teaching career.