Classroom Observation

Observation Notes and Thoughts The spring semester of 2018, I had the opportunity to spend an extended amount of time in two classrooms. One was an 8th grade advisory and science class at a local middle school as part of “Wednesdays in the Workplace” and the other was in the high school in a Special Ed. classroom, as a study buddy and observer. The classrooms were different in how the students and expectations were managed, but both showed me innovative and helpful ways to make sure every student succeeds. In the 8th grade class, there were a variety of ways the teacher created an inclusive classroom for the wide range of students in the room. There were ELL students from Somalia, students with a para-professional, and other student with

Once again, the regular teacher did a good job explaining the lesson and there appeared to be an ease with how the para worked in the room. He knew what was going on and how to motivate the two students he worked with. The students appear to usually be doing the same work as everyone else, just with the guidance of the para. The para would sometimes walk through the first example with them so then the students could do the rest on their own. For the most part, I observed that the para would help the students organize their work and meet the deadlines. The para did not do any of the instruction, but rather was resource for the students. While it might not be considered the most effective use of a para, it worked in the classroom I was in and was helping the students who needed it. In doing so, all the students were included in the classroom and able to achieve academic success with the help of the resources provided to

I was technically a study buddy for the lunch period, but every so often I would stay an additional hour to observe and sometimes help with some small group work. I found even the small increments of time I was able to spend in that classroom so eye-opening to how to run an inclusive classroom. Almost immediately, I observed the student’s work on the walls from a variety of units. There were posters of science, English and advisory topics. Upon talking to one of the students, I learned the whole wall behind her was her own work. She beamed as I complimented the amazing drawing of the arm muscles she drew and I realized the importance of having the students take pride in their work and their work space. The room felt like theirs and this they were comfortable sharing and talking, as well as making it inviting to others, as I certainly did. It also felt like everyone had contributed and had taken ownership in their work and