Non-Traditional Student Observation Report

This morning the above student was reported by a female student he used to date. The female student stated the young man is harrasing her and follows her around the school. I had to walk the female student to her class because the above student was around the corner waitng for her. I asked him to go to class. He stated he was going to speak to his counselor about something

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."()

After spending the day observing a fourth grade inclusive class and attending a fourth grade PLC meeting focused on testing, I began my community service at the after school program. I was quite curious to see what the after school program is like as I work as a supervisor at an after school program in Sussex County. At dismissal, all the students came to the cafeteria and began their homework. They were very talkative and sitting in close proximity as there were only a few tables left down for the students. Once everyone had arrived, the teachers called out that all students were to quietly work on homework.

The classroom observed for this assignment was a 4/5 year old (pre-kindergarten/kindergarten) room in a local day care. After researching the correlation between play, development, and diversity, many realizations came to light. First, there are different stages of play and they all correlate with the developmental stages. Then, diversity is found in every classroom, either positively or negatively effecting the room. Educators who are flexible with change and comprehends the levels of development for children are expected to create a positive and effective learning environment filled with play-based activities. Below show three scenarios of classrooms from infants, toddlers, and preschool/kindergarten room.

The participants were 12 Old Dominion University students, six were female and six were male. The students were drawn from campus housing and the university library. Six of the participants received a vignette with Tara on it, and the other six received one with Michael on it. Each group of six was composed of three females and three males. The participants were between the ages of 21-24 years of age, the average being 22.3. The people that received the vignette with Tara were 3 Hispanic females, 1 Hispanic male, 1 Caucasian male, and 1 African American male. The people who received the one with Michael were 2 Caucasian females, 1 African American female, and 3 Caucasian males.

I had the opportunity to observe in a collaborative classroom during field observations for my EDUC 1301 class two years ago. In that school teachers usually worked collaborate to do lesson planning and instruction. For example, in the second grade that observed in, one teacher taught science and math and the other teacher taught language arts and social studies. I feel that collaborating with others can help teachers come up with more creative lessons for student and new strategies to teach the material. Also, dividing up the work, allows teachers to focus more on the subjects they are teaching and actually have more time to plan the lesson. On the other hand, I personally will dislike being in a collaboratively taught class if my partner

As a counselor assistant, I have been given multiple projects specially during the fall semesters. For example, last spring I was given the tasks to prepare a workshop for undocumented students while preparing for Transfer Celebration Day. Trying to find the information through CSAC and having to contact different vendors for the event was challenging yet rewarding. It was rewarding because I assisted undocumented students that were transferring to a four-year institution by informing them of the financial aid requirements and scholarships. I had to contact multiple CSAC representatives to find out details about the Dream Act application and other vital information. At the same time, I was also contacting vendors that could visit Pierce College

An observation I had on the in-class activity was that I only recognized few aspects in which I am not privileged. As far as intersectionality, I am considered a “double-negative” in which I am black and a woman; however, I did not take into consideration privileges that I am such as my sexuality, ability, and age. I feel I failed to realize these forms of privilege because I am not discriminated in those arenas, so I hardly recognize them. If at any point I was discriminated for being heterosexual, able-bodied, or as a young-adult, I would pay more attention to those factors.

For observation log number one, I observed Mrs. Henry’s sixth grade classes on Monday, August 31, 2015, at LC Middle School. I arrived before 8’ o clock that gave me plenty of time to have a pep talk with Mrs. Henry and get all settled before class started. First, I observed Mrs. Henry’s Homeroom Reading class for an hour, after that I observed her Social Studies Class that had several Special Ed children in it, I also observed her students during a seminar and then the rest of the day on I observed Mrs. Henry’s Social Studies classes. Mrs. Henry is primarily a Social Studies teacher who has taught for twenty-two years. I observed for a total of _______ hours this day.

2-28-17: Today I observed her during her recess. I usually don’t go outside with them but today I went just to observe her. She hangs out with 3 of the other girls from my class. She seems to be outgoing and a bit of a ruff player. They started to play tag and she was just like the rest of the girls running and screaming and playing. She seems to get along with everybody she seems to be friendly and loves to play outside. When going back into the classroom she was walking in the back of the line, which is rare for her. She was being a bit more loud this day then before. Watching her outside and being more interactive with other students seems to bring her joyful side out.

Veterans Elementary School in Hannibal, MO held a Dr. Seuss Breakfast for kindergarten through second grade families. This breakfast started at 7:15 in the morning and then went till school started in the library. I observed this breakfast for thirty minutes, from 7:15 to 7:45. At this event, there was a total of two teachers, two librarians, and the principal was there. There was a total of 45 families there when I was there and out of that number I counted 22 of them were parents.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four

The names in this Observation Report have been changed to protect the privacy of the parents and the child.

The technology available to my cooperating teacher and I includes, Smartboard, doc cam, computer, laptobs, osmo, and Ipads. . I have observed my cooperating teacher use the doc cam to project differnt documents onto the smartboard. I have seen her use the smart board to write on or use interactive media on. I have also seen her use the ipads to hel pstudents in the classroom. She used her computer and laptop mulitple times to either project a video for students or to show an assignment. We recently recieved an osmo in the classroom. She spent a few days showing students how to use the osmo and we are finding other ways to implement it in the classroom as

I have visited the Cranbury Presbyterian Nursery School and have observed the classroom in great detail during my last three visits. In this preschool classroom, there are usually 8-10 students present whose ages are from 2 to 2 ½. There are also three adult staff present without including myself. This classroom consists of two rooms which are connected to each other. One room only has a large circle rug and a rectangular table. The other room adjacent to it is slightly larger and contains multiple centers and activity areas, which I will later describe in detail. Bathrooms and sinks are also present in the classroom. And the children have access to a playground with a sandbox outside. For this facilities paper I chose the two