Reflection On The Classroom Observation

Mr. Wray was the first teacher and the only male teacher I observed. The class was a 7th grade Social Studies academy class. Throughout the observation I noticed he really cares about his students. He took his time going over the topic of discussion, and when some of the students couldn’t catch on he stopped to help the individuals. His class was very well behaved. The only time I really noticed any of the students socializing were when Mr. Wray put them in groups to complete a study guide. The second teacher I observed was 6th grade teacher Mrs. Dunn. She was teaching English to her students. She went over verb phrases and helping verbs throughout the class. I noticed whenever she asked questions quite a few of the students participated by answering. Mrs. Dunn had a positive attitude throughout the class period. I felt she truly enjoyed all her students and treated them the same. Even when some of the students didn’t answer questions correctly she didn’t make them feel dumb. She would just tell them good try. I could tell her students really liked her as a teacher also. The last teacher I observed at Westside Junior High was 7th grade Science teacher Mrs. Dugas. This lady came off as a very strict teacher compared to the other two I had observed. Her students were very talkative, which only made her become more annoyed when having to fuss at them. At the beginning of class the students had a bell ringer to complete. On the particular day I went the bell ringer

Today I analyzed the interactions between Mrs. M and Mrs. Maya. When they needed to inform each other about a student, they tended to communicate in Spanish and don’t tend to name the child. They also spoke about their personal lives. For example, their children and family, as well as activities they had done during the weekend. I have also notice, and found amusing that when one gets an idea, which eventually turns into a lesson for the children, they go with the flow and support each other. For instance, Mrs. M found a sweater randomly on the floor, she picked it up and loudly asked “Mrs. Maya, is this your sweater, I found it on the floor, and if it’s not yours I think I might take it home”. Mrs. Maya, responded, “No Mrs. M, it’s not mine, but if it was on the floor, you should take it”. All of the children looked up at Mrs. M who was holding the sweater up high, suddenly the owner of the sweater rushed to get it and shoved it in her cubby.

1. The only change in the classroom was all of the children special notes from their parents, "My child is Special because" The teacher posted them on all them were posted on the door.

In the book Speak, we have been introduced to 4 teachers as of now, Mr.Freeman Mr.Neck Hairwoman and the Spanish teacher. Hairwoman reminds of a very happy on the outside and depressed on the inside kind of person. She has orange and black hair, she is kind of drooping about, you can’t see her face because of all of her hair. I imagine her to be pushing her students and making them do lots of unnecessary work. Mr.Neck, this teacher already doesn’t like our main character, he seems like a teacher only liked by few. The good kids who did their work. He seems very stingy not the kind of teacher that you would want to be angry at you, he works for lunch duty, and looks like he would avoid connecting to students that do not like his opinions. Mr.

The classrooms are separated by shelves and a small plastic door. Each small room is divided into different activity sections. The room I observed was the smallest of the four. It was divided into two sections. In the first section was composed of a table surrounded by eight chairs. Around the table there were shelves with toys and learning materials. Some of the learning material that could be found on the shelves were construction blocks, simple puzzles, and writing materials. The second section is covered by a carpet. Two of the walls are made of shelves and a third wall is covered by a board. In the shelves you can find books, music instruments and toys. The board is covered by the letters of the alphabet and corresponding

Tuesday was my first day in my general education classroom. When I arrived, there was a substitute in my classroom for the first half hour of the day, because Ms. Keane was in an IEP meeting. The substitute and the paraprofessional showed me around the classroom and told me about some of the students. There are 20 students in the classroom, and two of them are English language learners.

Santoro classroom. Ms. Santoro’s class was behaved when I walked in the room because they were doing their work for the lesson she was teaching. Before the math lesson, Mr. Santoro gave out their math journals, to do a worksheet on the lesson she was teaching them today. During math, she was very good at making sure all the students were involved in answering questions. She made sure that all the students had a chance to answer. Most of these problems only have one way to answer them correctly, but some students insisted that they had a different way to do it.  She used a computer and a SMART board to teach her student division. She did go over the math worksheet with the class. There was also one specific problem that the students were having trouble with.  She used the SMART board to do the problems step by step to show the students how the problem was done. Next lesson was English; Ms. Santoro gave the students laptops to do their essay they were working on the last class. I walked around and saw how they use the Microsoft Word and how they type. Some of the students sat in their desk or by the window to work on the laptop. The teacher gave students individual attention if they needed it. She made sure each student understood what they were typing about for

If I were an English Language Learner (ELL), I would desire to have an educator as accomplished and compassionate as Mrs. Yglesias. Her mindset of treating all her students equally is exemplary. When I first started observing her instruction, I was unsuspecting where the ELL or exceptional students were seated. All the students blended very well together. The children are carefully integrated around the classroom according to their behavior, not their ability. The teacher’s main objective is to control distractions, since during her instruction she delivers an array of phenomenal strategies. In this case, her tactics function effortlessly and every child is fully engaged. There was no observation of any tattle telling or someone refusing to

The second observation was during a math period. The students were reviewing subtracting three digit numbers with regrouping. The teacher used the researched based strategy of reciprocal teaching. She chose a student that is socially outspoken and proficient in math. As he was reviewing the problems on the board, he would call upon his fellow peers to share answers. On a few occasions as he scanned the room for a student, it was observed that Mrs. Yglesias encouraged him to choose an ELL student to participate. On the difficult examples, the teacher would interject and us visual hand gestures to assist students in arriving to an answer without verbally offering the solution. Also, the teacher walked around the room offering support to all her

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.

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.

During my observations in her classroom, I observed Reading/Writing and Math lessons. For her Reading/Writing lesson, she discussed cause and effect. She had a couple of examples displayed on the smart board. She read the sentence and called on students to answer specific questions relating to her lesson. Some students were eager to answer and others not so much.

It has not been easy but challenging and interesting. Unfortunately in this present job I have no colleagues, institution authorities or supervisors, which means anything I do in the classroom hardly ever provides me any feedback of what I am doing. Except of course for the eventual commentaries I receive from my students and the annual performance evaluation. Therefore I had this urgent necessity of obtaining some refreshment and reviewing of what I am doing in my classroom. I need to make a stop to reflect about how effective my teaching is. If the things I am doing are adequate and suitable to take my pupils to achieve their goal to communicate in the target language. Teaching in this context was at the beginning of the journey a frightening and stressing episode, first of all because I did not know anything about mining, geology, finance and accounting, just to mention some and not to make myself look like a complete ignorant. Secondly the atmosphere in a corporate has nothing to do with the informal ambience in an elementary school and thirdly but not least important, the students expectations and perceptions are not the same. Thus, I had to remake myself.

Many of the things that we have talked about in class were illustrated for me in