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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 I observed Tommy is in has about 20 children and two teachers. The age range for this class is between 36- 48 months and Tommy is 47 months. The purpose of this observation is to assess the child to see what appropriate skills based on their age they are able to accomplish. If children are struggling to meet the appropriate brackets the teacher is to set goals that are to help the children become successful and accomplish the goals. In this paper I will be talking about the Carolina Assessment Log and what SMART goals I think may be appropriate for Tommy.
So, how does a preservice teacher learn to do that? Same as with any other skill - practice. And talking with and observing colleagues. And taking classes.
Kevin seems to enjoy the guitar and continues to be actively engaged in classroom activities. Presently, we’re working on keeping a steady beat while playing different strumming patterns (beat/rhythm discrimination). I look forward to working with Kevin in the second half of the school year.
When my mentor provides instruction that promotes student’s engagement learning. When she used an experiment dealing with liquids. She had a in three small equal cups half way full of water and three different coloring red, blue and yellow. When she a drop of each color into a cup of pure water the water changes the color. The students were so amazed that could understand what had happen. My mentor starts to explain no matter if you add a color to water it remains a liquid. Then she starts to complain the colors red and yellow turn orange. Blue and red made purple and yellow and blue made green. The students where surprise they couldn’t believe what had happen so the teacher told them no matter if you mix the colors it remains a liquid. And
The class that I observed was a special education class. I chose to do this because I feel sometimes we as counselors lack the in support special education. So I wanted to be an outsider and a future counselor to observe to see what I know and what I can do. The staff that was present during this observation was Gerado Lara. I was observed that classroom for most of the day, from 9:10AM-2:00PM. In the classroom there were about 10 students all of the students had variety of special needs. There wasn’t a subject specifically being taught but Mr. Jerry was working with his student on his verbal and communication skills. My overall perception and feelings is that these kids need more help than just an aid or a teacher. They also needed
Reading: Shawn comes to school regularly. He is always prepared with the school supplies that he needs for the day. He enjoys reading, either independently or with a partner. Shawn does well with answering open-ended questions and discussing information about what is being read, but, when he needs to answer questions on an assessment independently, he does not always perform to his potential. He has been taught reading comprehension strategies (i.e. RUNNERS, annotating, rereading, underlining key words, asking questions, making connections, visualizing etc.) and he uses these strategies when he is reminded to help him answer abstract comprehension questions.
The third physical education class I observed was taught by Lisa Celeski. She teaches at the McKean Elementary School. The class was held from 1:20-2:00 p.m. and the students were in kindergarten. I observed this class on April 7, 2016.
For my observation hours I was in a regular first grade classroom with about 20 students. There were not many students in the class with exceptionalities, only a few with ADD. One student seemed to have some behavior issues outside of the classroom, but was fine in the classroom. He hasn’t been to a doctor to be diagnosed with anything specific. ADD is defined as a developmental disorder which has persistent symptoms of inattention, hyperactivity, impulsivity or all three.
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 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).
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.
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.
The teachers were giving the students positive reinforcement throughout the day. In class we talked about how positive reinforcement helps the students to succeed in their classes. Another ah-ha moment was the environment of the classroom. The classroom had no windows at all. In class we talked about what kinds of things are distracting to students with ASD in classrooms and one of those things are the windows in classrooms. The third ah-ha moment was the parent sheets that the teacher and the school provide for the parents. In class we talked about how parent involvement is very important for the students with disabilities. The teacher fills out the parent involvement paper that lets the parents know how the child did in school this week and what their child needs to improve on. The students must give their paper to their parents to look at when they get home. The things that I had learned during my observation experience that I will use in the future for my classroom will be including student learning objectives in the classroom, using positive reinforcement, and get the parents more involved in their child’s education. I will go over with the students what the student learning objectives are in the beginning of class so the students will know what they will be doing and what they will be learning throughout the day. I also will use positive
I attended a second grade class at Smallville Elementary on February 22, 2014; the class began promptly at 0855. There are 26 children in this second grade class. There are 15 male students and 11 female students. The student diversity is 2 Hispanics, 1 African-American, 1 East Indian, and 1 New Zealander (White but with an extreme accent). Three children were left-handed.