The classroom 110, is the home away home for the second graders of Ps. 119. The classroom, is a small, but well-organized and illuminated space. It shelters a total of 37 students, two teachers, one co-teacher and any visitor doing field work observations, plus all the necessary technical equipment for teaching and learning.
The classroom 110 is organized as follows: starting at the threshold and going clockwise; on the first wall, there is a big armoire that holds some of the classroom supplies and teachers’ belongings; it covers almost the whole wall. In front of the second wall, there is a big movable blackboard and beside it, there is a small computer station for the children. The third wall is comprised of a set of windows that covers most of it and below them, we can found a couple of bookshelves
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She displays an attitude that conveys to the students the expectations that she has of them, and does it in a friendly an encouraging manner. For example: if a student writes a poem, she celebrates his/her dedication by encouraging him/her to share it with the rest of the class, while praising the good points and politely suggesting changes for the not so good point and asking him/her rewrite it with the promise to publicize it in the work board. This attitude entices the students to want to try harder in order to not disappoint her. The teacher also displays a dynamic and spontaneous behavior; for instance, she would “improvise” a song about the topic she is talking about and share it with the students or she would take advantage of any teachable moment that allows her to make a connection between the present topic and a similar or related topic discussed in another subject. Her attitude and behavior, assure the students that she cares about them, which makes the overall class environment very comfortable and appropriate for
Classroom Environment A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one large horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback.
One you enter the classroom, to the right there is a classroom bathroom and a teacher’s desk. To your left there is a bookshelf for word containers with a bulletin and chalk board behind this. On the bulletin board the student’s art works is on display. On the chalk board, there is the student’s nametags. Beside the word container shelf, there is a smartboard then another chalk board. On this chalk board, there is a calendar. Written on the board is the date and the season. After morning announcements, the students read, “Today is March 24, 2016 and the season is spring,” in unison. There is a TV sitting on a shelf. They use this TV for the morning announcements and to display a clock during the day. In this corner there is a library and rocking chairs for the students to sit in. Then there are three tall shelves where there are several blocks and worksheets for children to work on their math. In front of this, there are two small size tables with plastic letters in a container set up on these tables. Here students can work on their spelling. There are two computers following this. After the computers, there is a science area. There are more child sized shelves with different animal lifecycles on them, science books, and more. By these are student tables. The students normally sit on the blue carpet but this is an area students are able to work at. To the right of the
These students worked in a classroom that was designed with them in mind. The halls were divided up by grades and each segment of the school was built to
The physical setting of the classroom was arrange for a bilingual class because the wall were fill with words, colors, and pictures in English and Spanish. The time I was observing the students took place in the carpet. Students were seated in groups of four. The teacher used hint to help students understand when she wanted students to talk to each other. The teacher also had a word wall only in English. Books were arranged by level and by language. There are a lot of pictures all around the classroom to help support students learning. The tables were arranged by groups and on top of their desk there were a name tag with the number and the colors in English.
At the first arrival I was introduced to Mrs.Guldin, and got to know a little about her she briefly introduced me to the kids and they continued with their lesson. I noticed the class room was very decorative As many as hundreds of wall ...
Child X is 15 months old. He has dark brown eyes and has dark brown curly hair. His eyes were as big and have this loving look to them. His skin was a soft almond color. He was wearing this blue shirt with a green dinosaur on it and khaki pants. He was sitting on the floor of his classroom which is surround by many toys. The classroom was filled with colorful posters to catch the eye of anyone that comes in and is very welcoming for the infants as well as having safety in mind with how the classroom is set up.
I am currently student teaching in a first grade classroom in a public school. The public school is located in an urban neighborhood in Brooklyn, NY. The school is located near the up-and-coming Atlantic Ave/Barclay’s Center area in the Boerum Hill/Cobble Hill neighborhood in Downtown Brooklyn. It is a neighborhood school with grades ranging from Pre-K through 5th grade. The school is spacious light blue building, surrounded by trees and townhouses. There is large playground with climbing equipment, which allows for outdoor recess and gym activities. Preschoolers also take walks to local parks for special recesses with their teachers, support staff ad school security in tow.
In the classroom, approximately 30 individual chair desks were located throughout the class. The chairs are all aligned facing the middle of the classroom. The white board was placed towards the far right side of the classroom. As one enters the main door, Carmen was seated towards the far end on the right side of the classroom. She had a clear view of the board. The walls were decorated with student assignments and French posters.
To further the children understanding the properties of matter, the lesson will be a hands on activity to demonstrate the differences between a solid, liquid, and gases. As the instructor, I would introduce the terms matter, solids, liquid, and gases instead of focusing on the terminology I would focus on the shapes of solid, liquid, and gases. I would show the students various objects that would represent solid, liquid, and gas for example, I would show the solid objects and ask them what kind of shape is this or what shape do you see? The properties of liquid I would have a glass of water and various containers, I would poor the water and ask the students what shape is the water and how does the water change when poured into the
The classroom embodied the stereotypical music classroom with its various instruments scattered around the room. Every inch of the wall and door was covered with music notes while chairs encircled the room. Besides the teacher’s desk, there were no other desks in sight. The students had to sit on the ground in the center of the room away from the instruments. Even when playing instruments, the students sat on the ground. Although the setup was very different from a general classroom, it was appropriate for the kinds of lessons that the teacher taught the students. The teacher did not hand out any worksheets or assigned homework so the students did not need any desks for writing. Since the classroom was already small and cramped, having desks in the class would have impeded on the activities that the students performed.
In the classroom the teacher has a meeting area that is called the Kiva. This is an area where the students meet to have class discussions, listen to the teacher read stories or to receive instructions. This area is in the front of the classroom in front of the whiteboard. The Kiva is a tiered structure where the students sit in two rows and is the shape of an arch. The west wall has two rows of lockers, one above the other, with the door in the back. The students each receive a locker where they keep their belongings. Above the lockers the teacher has a word wall where words are posted after they have been studied for a week. On the north wall, or back wall, there is a counter with a sink and a water fountain. There is also a cupboard where the teacher keeps supplies. The counter area is used for homework baskets and for pencil sharpening. In the northeast corner of the room there is a kidney table where the teacher works with different students when needed. Also, the northeast corner has bookshelves on both walls. On the east wall the top half is windows the length of the room. In the front and back there are shelves where the teacher keeps manipulative for teaching. In the middle of this wall there is a long table that has iPads on it for the students to use. The teacher’s desk is in the front southeast corner. On the front wall there are three whiteboards. The whiteboard on the right has math vocabulary and math helps. The
The class I visited is comprised of 24 five and six year old children, a lead teacher and a ‘Para-Pro” who assists the teacher and provides support and guidance for the children. Within the classroom itself, there are 6 tables organized in the center of the room in a grid formation. Children have their own workspace at a shared table. Around the perimeter of the room are ‘centers’ where each day, the children work on tasks such as listening, story development, gross and fine motor skills, math, reading and other important skills that are needed to develop socially and academically. In several places on the walls, there are displays or ‘brag boards’ where children can post their work that they feel best represents their efforts. The walls are brightly decorated and are filled with pictures, letters, numbers and other basic elementary school information. It is energizing and interesting without being chaotic or overstimulating.
The teacher was happy and cheerful to all the students. She never had to yell at the students for doing wrong or doing badly on work. She gave praise to the students for doing well. Even when the students got off track from the question she ask. She would just say that was interesting and go back to the question she started with. All the students were exited to answer question with their hands swing in the air. When I first got to the classroom the desks were in groups and later were moved into rows. To cut down on some of the talking between the students. All eyes were on the teacher when she talked waiting in anticipation. The class was well organized and everything was in placed. The students had their own lockers in the classroom. They had time before class started and before lunch to get out what they might need for the day. The teacher keeps control of the classroom. They also had a set time for the subjects everyday. The main emphases of the classroom were on reading, writing, and math. All homework assignments were written on the board for all the students know what is do the next day. Students had homework folders to take home, so their parents know how their child was doing in school and had to sign the folder and return it.
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,
I can say that there room is conducive to learning. They were 30 plus students. They were electric fan and window for their ventilation. And I can see that the students were comfortable.