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Describe classroom observation approaches
Classroom observations examples
Classroom observations examples
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Classroom Observation When I arrived at Casey Elementary School I was sure that kindergarten was the grade I wanted to teach. After my observation was done I knew that a higher grade was more appropriate for me. Working with such young kids at a close proximity had given me a better perspective of what grade and age I would be most beneficial and more comfortable teaching. Observing in the classroom has given me a larger standpoint about myself and my capabilities in the classroom.
Observing at Casey Elementary I received the opportunity to sit in two different classrooms of different grades. The first classroom I observed was Ms. Buchanan’s kindergarten class. Ms. Buchanan had approximately 17 kids in her classroom; all were ages 5-7 years old. The desks are in four groups with four to five chairs in each group. On the wall there is a picture of a boy and a girl, facial expressions, shapes, animals, colors, numbers 1-20, calendar and weather chart. Ms. Buchanan’s class is currently in Piaget’s preoperational stage as well as Erikson’s Initiative vs quilt stage. At 8:00 A.M. the children move from morning assembly in the gym to their classrooms. Walking into the classroom the children were instructed to remove their folders from their backpacks and turn in any papers sent home the night before. While doing this many of the kids got loud and started playing and touching everyone else’s belongings. The teacher quickly got control of them by saying I have an instruction. The children replied “ready”, she then repeated the instructions she originally ga...
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...pect towards you anymore. On the wall in one of the classrooms, a picture read, “On your worst day in the classroom, you are still some Childs best hope”. This statement is what I believe teaching is all about. A child’s teacher is more than a teacher; it is a child’s hope, future and comfort. Understanding children is what helps you to become a better and more understanding teacher. You have to have kindness, patients, and love to work every day with the different kinds of children in today’s school system. Watching these children I understand that some of them may be different than others. Some children need more attention than others. As a teacher it is your job to make sure that every child is given the proper tools and knowledge needed to exceed in life.
Work Cited
Feldman, Robert S. Understanding Psychology. New York: McGraw-Hill, 2011. Print.
“Educational practice is necessarily based on the assumption that students are willing to engage in educational activities that they will lend their cooperation and support to the process in their education. Students who do not offer such cooperation, who are unmotivated, present significant challenges” (Williams and Ivey, 2001, 75). High school school-children show the most trouble with cooperation and motivation; they only have a few more years of schooling and for some pupils that is the end of their education. That was one of the main reasons why I wanted to observe a high school classroom; the other main reason is because I have actually considered teaching high school grades. I observed Ms. Edith Stone and her Algebra II mathematics classroom.
The classroom observation took place in Chaira’s class at Early Education Center (EEC) in Highland, NY. Chaira class is a self contain (Full day center-based special) class that consist of 12 children, 2 assistant teachers and 2 one to one aides. The age range for this class is from 3 ½-5 years old. EEC starts at 8:45am and ends at 2:30pm. The staff is very friendly and caring to the children. I arrived EEC at 8:30am and talk briefly with the teacher. She discussed the agenda for the class. She invited me to interact with the children in the class. This allowed me to observe and get hands on experience working with preschool children.
My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express their feelings. My personal philosophy is to respect all children and their families’ cultures, ethnicities, race, and beliefs. I treat each child fairly to ensure that all children feel equally special, have families, communities, and educators work as one.
I am doing my observation at Minnesota Math and Science Academy which is in west St.paul, I have done all my observations at this school, teachers and administers are very nice and welcoming people, I am observing elementary classes, especially third and fourth grades, because these are my dream classes to teach. With my last two visits at the school, I spend with grades four and three, each grade has two separate classes, A and B. There were big differences in both grades, the way kids behave in classroom and even how each teacher managed their classrooms was different, from class to class, even if the two classes were same grade level, each one was different than the other. Some of the classroom management/kids behaviours I noticed from classroom where, kids had no respect for the teacher, there were a lot of misbehaving kids in the classroom, actually that was special to only four B, but both classes from grade four were challenging and seemed so tough for me, after seen how grade four students act, it made me want to stick with only grade three for future teacher. It made me never wanna teach grade four.
During my observation at Fred Moore I was able to experience how teachers use rating scales in their classroom. The two teachers in the classroom were talking about were on a scale they were able to self-sooth and follow directions. The teachers were playing with the children as they talked and observed. One of the teachers said to the other who was standing behind the wall writing things down, “Well, Jackson has a hard time some times, so he still needs improvement.” They talked about a few more children in the self-soothing department and then talked about how well they followed directions. Isenberg and Durham (2015) define a ratings scale as an observational tool that helps identify different sets of behaviors, by requiring that a teacher make a professional judgment on a particular behavior. The rating scale ranks behaviors in numbers such as one to five or in words such as “never,” “sometimes,” “usually,” or “always” to determine were a child falls on the scale (Isenberg & Durham, 2015).
When I first walked into the classroom, the teacher was standing on the carpet with the students. There were interactive videos playing on the smartboard, and the teacher was moving along to the video with the students. The teacher was saying things like; “keep up the good work” and “I love your dance moves.” I first interaction the teacher had with Lexi was when she wanted her sweatshirt off and needed assistance. The teacher observed that Lexi was in the process of taking her sweatshirt off and asked, “Lexi do you need help?”. She shook her head yes and the teacher proceeded to help her remove her sweatshirt. After this, the next interaction happened five minutes later once all the videos ended. The teacher was asking certain students if
A few general effective teaching strategies include acknowledging, encouraging, modeling, and demonstrating. General effective teaching strategies where used in the classroom I observed by the teacher demonstrating fairness to all student in her classroom. When the first homework assignment went out all students had a chance to do it in the classroom with the teacher or myself. The teacher than provided a letter that was put into the homework binders for the students to take home and whoever does homework with the student could read over the directions and know how to help their child with the homework. Each student knew how to do it from doing it in class with the teacher or myself and could help their parent out if they did not understand
The evaluation form that was used to evaluate a classroom teacher’s performance is a rubric used by the school district (Hillsborough County Public Schools, 2012).
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
...child needs and deserves a secure, caring, and inspiring environment in which to blossom and flourish emotionally, intellectually, socially, and physically. It is my desire as an educator to provide my students with the learning environment necessary to motivate and inspire each and every one of them to become to their fullest potential. For myself, teaching is about giving; giving the students support and security, giving them respect and dignity, giving them opportunities to succeed and a quality education, and not only giving them my time and effort but also giving myself. Our society requires its children to not only receive a solid education, but that they are taught by a highly qualified educator who is sensitive to their individual needs and deeply committed to their success. I am such a person and will always strive to do the very best by my students.
I have decided to become a teacher because I love children. I enjoy watching them grow, and I want to make a difference in the lives of my students. As a teacher, I will do everything that I can to ensure that each becomes a productive, successful citizen in life. In order for me to obtain this goal, I will create a loving, positive, respectful, and safe learning environment where each student will be treated equally and be encouraged to do his or her best. Keeping this in mind, there are four elements that I must remember which includes (1) how young children develop, (2) what they should know and be able to do, (3) instructional strategies that I have learned, and (4) my feelings regarding parent involvement.
The school that I visited was new. It was the first year of the school opening. The school board had combined two schools into one, so the students had to adjust to their new environments and new individuals. They seemed to be getting along well with each other. Since the school is new the teacher has to adjust to new problems that araise. Times for the subjects and times for using the computer labs change. So the teacher must always be fixable for anything. In this observation of this classroom I learned about the enjoyment of teaching. How you have to adapt to each of the students.
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.