I observed that Saint Cloud High School’s facilities were flawless, and the green areas were well kept, it has modern and innovative technology that provide students with permanent opportunities for skill preparation. I also detected that the security is, for instance, well-intentioned to keep the students safe. Surveillance cameras are installed throughout the building and the surrounding areas of the school. The Mrs. Sanabria classroom was very organized and safe too. She used technology and classroom physical resources cleverly because the way she fixed the classroom chairs that seemed appropriate for her planned learning activities. One of the main advantages I noticed of having such chairs setting is that she was able to address more often all her students. Consequently, the amount of interaction between her and the learners was evenly distributed. From my point of view, the instructional setting of this class was warm, open and tolerant. The overall setting of the classroom was pleasant and productive. There were a good rapport and friendly balance between instructor and learners interchange. Students' participation was dynamic and enthusiastic. The pupils also seemed well-ordered, so the classroom rules must have been well-founded. No discrimination or unfairness prevailed at all. The students seemed to get along and respect one another. Mrs. Sanabria attitude always looked confident, and she is continually looking at herself reflectively to assess situations and
PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.
Overall, the students in Mrs. Park’s classes are very well behaved. The main challenge is keeping the students engaged and alert in class. Often times, there will be a student, or several, with their heads down on the desk, asleep. Mrs. Park addresses this issue by quietly walking over to their desk, without disrupting class, and asking the students to complete a particular task. If the issue persists, Mrs. Park will have a discussion with the student to ask them how they think that the issue can be resolved. I have observed that the students are much more alert when they are working in cooperative
This classroom was very organized and it did have a lot of things labeled. I recognized that the teacher had a lot of things in her classroom labeled. She had words like door on the door in the classroom. She used a lot of bright colors. I also recognized that the teacher did a lot of one-on-one with her students. For example, she did very small group activities and a lot of the activities consist of one-on-one activities. She allowed the children to experiment with the project. She stated that she like to have children to participate in morning discussion. This time allows her to introduce the new letter of the week. She believes that children learn a lot of literacy through song and dancing. The children would sing the songs as they played in the classroom. Some of them would dance to music.
I interviewed a second grade teacher Ms. Hayes in James elementary school. This school was my kids’ school so I know most the teachers who work there. Ms. Hayes was a very nice and respectful lady who was welcome to interview her and make my observation about second grader. In that time I spent four hours with cute and smart students. Ms. Hayes’ classroom has twenty student’s seven girls and thirteen boys along with a wide variety of cultures. There were many different religious beliefs, family backgrounds, nationalities, races, social classes, and personality’s, represented in the class. The second grade classroom is a clean, decorate and has a lot of teaching technology devices and supplies which are very useful. Ms. Hayes has many technology
It is evident that Professor Wangari Gichiru’s principles: fairness, acceptance, and understanding on which she gracefully runs her class, simplistically illustrates her excellence in teaching. Not only do her students learn tremendously from her, she takes pride in learning from her students. As Professor Gichiru would say, “ An educator is never done learning.” Showing she will always continue her education and passion of teaching.
In Mrs. S’s classroom, I thought that allowing the students to work together and have mini discussions was very effective with the students learning. Her use of creating worksheets that were related to investigations and connecting the subject to other contents was also effective with her students. The students seemed overall more
The classroom being observed is a 4th grade class at PS 131 in Fort Hamilton Parkway, Brooklyn. There is no special need students in the class, and most of the students are on track with their age, only couple students are a little bit behind. The class consists of 28 students and only one teacher. The class is diverse but mostly are Hispanic and Asian students. The teacher named Ms. Acevedo. She is nice and her teaching style is authoritative, so the students are well behaved in the class and they get along well with the teacher.
If one were to spend time in Mrs. D’s classroom, one would quickly notice the established classroom structure. While Mrs. D does not have many rules posted around the classroom, there are several rules and procedures that have been established to ensure that the class is an effective learning environment. For example, the students know that they are supposed to be settled down in their seats and ready to work by the time the tardy bell rings. They also know that unless their seat assignment was changed the previous day, they have assigned seats. Furthermore, since Mrs. D does not spend a significant amount of class time disciplining students or calling attention to misbehaviors, the students know that if
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
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.
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.
Ms. Janet distributed a plain sheet of paper for all the student and put a bowl of pencils and crayons on each table. Has she walked round each table, I had the awareness of the students changing their sit and peering up with their group. The students respond to her very well and they get along with her. Listen to her during activity time and work together with their group without any disturbance. Before the activity begins, she showed the students what she is expecting from them at the end of the activity. She was very calm and use different methods of teaching her students.
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.
Mrs. Tijerina has a sturdy relationship built with her students. She has desire to see them succeed and flourish in the Spanish culture while mining high expectations. Mrs. Tijerina wants every single student to be involved or to give feedback. There was not a single student in the classroom that did not participate in discussion or did not have a chance to voice their opinion. Mrs. Tijerina treated every student with respect, and expected that she would be respected as well. If a student was talking out of hand, Mrs. Tijerina was capable to getting them to stop immediately. Since she has a strong desire for the students to excel, she predominantly speaks in
Classroom information: The classroom has two white boards, one on each side of the classroom. There is also a SMART board with a projector in the front of the classroom. Below the SMART board is a small rug with several pillows on top. The desks are organized so that they appear as two letter “E’s” that are reflecting each other. This is so that the teacher can walk around the room freely to assist her students. One side of the room has large windows with shades that run across the wall. Below the windows are small bookshelves that have books organized by genre. The teacher has an L-shaped desk in the front and the back of the classroom, she uses the one in the back to take attendance and the one in the front to teach her students. Both desks have computers on them. In the back right corner of the room is a table with chairs. Next to the table are cabinets with bookshelves above them.