Essay On Classroom Observation

Two little girls with matching pink dresses, light up shoes, backpacks double their size skip off to the bus for their very first day of school. To a five year old, kindergarten was a big deal. The first time away from their parents, a new environment, and very intimidating older kids. I knew I was lucky, I got to take on this new experience with my built-in best friend and somehow, knowing that made all the difference.

I had the pleasure of observing a classroom containing kindergarteners through second graders. In these classes I observed two students. One male one female. They had a variety of different traits and displayed skills to provide information of their development. Each of these children was at different stage of their development. I also visited a special needs classroom. They had a variety of traits that showed their development as well. They differ from the other students I observed.

In order to do this, there needs to be a system established that collects data through detecting and monitoring individual, as well as situational, behavioral issues (Marzano, R., Marzano, J., & Pickering, 2003, pg.112); these may be a recurring, or severe, behavioral problems that happen in the school’s hallways, cafeteria, or on school grounds. To help in gathering this information the school can establish different charts and individual folders for each student. For example, a chart for behavioral referrals may be used to identify the student, the date, the teacher involved, the reason for involvement, and the student’s consequence (Marzano, R. J., & Association for Supervision and Curriculum, D., 2005, pg. 164). Another chart that can be useful and successful monitors individual student behaviors; this report will give data on a singular student, and it contains the date of incidents, the teacher involved, the behavioral offense, and the consequence given (Marzano, R. J., & Association for Supervision and Curriculum, D., 2005, pg. 165). This graph gives similar data to the behavioral referrals; however, it is more specific aiming detection on one student, not the entire grade or class level. The safety and disciplinary team

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

I really enjoyed this experience interviewing a teacher and I am glad I decided to interview a teacher I didn’t know. She shared some interesting points with me as well as valuable information that I will continue to use through my journey, we did the interview in her classroom so she was also able to show me somethings she does with the children on a daily basis. She shared with me some of the daily routines she does with her class and that there have been times she tried to skip going over the calendar because of an assembly and they reminded her that they needed to go over the calendar. She didn’t tell me this but, Mr. Hayes the principal said that when he is having a bad day sometimes he will just go and sit in the back of her classroom, he says it’s a calming environment to be in. If it’s calming for the principal on bad days I can only imagine how the children in her class feel, I hope to have that same calming, welcoming environment in my classroom. I hope to return to Mrs. Law’s classroom to observe her actually teaching the students and interacting with them, I feel as if I could learn a lot more from her as an educator and am excited to continue on my journey to become and early childhood educator. I can’t wait to see the ultimate reward she talked about of the smiles on the children’s faces as they enter through the door each

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.

My first week at Brown Academy was so much fun! I was happy to find out that I was placed in a pre-k class full of 3 and 4 year olds. The students were a bundle of energy, and definitely boosted my mood. Being at Brown Academy felt like such a good escape from the typical lecture style learning experience. I was also happy that the lead teacher that I’m placed with is a great example of how to remain respectful, calm, and professional in all situations. I’m excited to watch, and steal this teacher’s effective strategies!

The room is arranged in a way to promote group learning. The desks are grouped together in either groups of four or five. There are 18 students in the room, 3 are absent in first period. The room has three separate places to do reading, one with just a cluster of pillows, another in the corner of the room with book shelves, drapes to create a warm and fun environment, with more pillows, and another underneath a paper made tree, with a seat and more pillows. There are no other adults in the classroom, other than the teacher. There are no students with obvious physical impairments of mobility issues. There are no rules for the classroom behavior posted. The teacher is very firm, yet quite loving, the students seem to hold a great deal of respect

Something that has been really working for my students is a check mark system. Each week students get a behavior chart but in their reading log where they see is daily and so do the parents. There are four categories that students get get a check mark on (staying on task, being respectful, finishing work independently and being disruptive). At the end of each day we give students who were one or all of the four categories a check mark for bad behavior. But throughout the whole day we say that is a warning for a check mark and for most students is really helps them correct their behavior. Having no check marks at the end of the week allows students to pick from the prize box and students are really excited about that.

A degree in elementary education allows you to enter one of the most rewarding professions, teaching young children and preparing them for future schooling. An elementary school teacher works hard each day to develop the minds and attitudes of future generations. This career path requires compassion, patience and a desire to help children learn.

When students do engage in behavioral infractions, the consequences should be swift and fairly-enforced. I know this is particularly important because as a new teacher, I was often inclined to let behavioral infractions 'slide' if I felt the student was having a hard day; but this simply resulted in more behavioral problems later on, with the student rationalizing 'you didn't punish me for x (talking out of turn, hitting, biting, spitting) last time.' Children learn quickly including what they can get away with in the classroom.

It’s the first day of kindergarten. As you walk down the hallway to your child’s kindergarten classroom you see smiling faces on children, parents, and teachers alike. Upon entering the classroom the first thing you notice is how vastly different this experience is from your own first day of kindergarten. Rather than a room full of 20+ shy, teary-eyed kindergartners, the room you enter reveals structured, relaxed, yet engaging activity all around.

So, this was pretty much a first when it came to the very first day of school at Wheaton Woods Elementary. First class, total nightmare, barely any of of the other five to six year olds such as I, didn’t know what to do or what to expect when it came to such a raggedy old building with even older staff members, we were throwing shottily made rockets out of Lego at each other, talk fights about who gets what, drawings made from pens and cheap crayons, all of the sort. The first assignment we were told to

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)