Classroom Leadership: Field Experience Analysis

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Effective leaders and teachers understand how students learn, classroom designs, and teacher strategies enhance student learning. The theoretical underpinnings of successful classroom management stem from many factors to construct a learning environment. Students come into the classrooms, according to Levy (2008), with different personalities, abilities, and learning styles. Educators instruct all learners to meet the standards for their district and state. The observation of school mission will identify values, curriculum, and goals, which guide the mission statement and vision.

The No Child Left Behind Act of 2001 (NCLB) is a safety measure implemented by federal government to protect the rights of students in the learning environment (http://www.ed.gov). This inclusive middle school commits to excellence in teaching and learning for all students. The observational analysis will examine a typical day and discuss the climate and collaborative interaction in a classroom. The observation checklist designed in Module 1, will reveal the analysis of the environment, communication, interaction between students, teacher, and administrators in the classroom. The school setting will allow the observer to report collected data to complete project.

Classroom Physical Layout

Physical Features/Position of desks

The layout consists of a semicircle, with two-student desk facing the students. This arrangement is excellent for small group discussion, interaction, class work activities, and two teachers assisting students. There are two-teacher desk placed on each end of the room to keep a watchful eye on engaged students. One desk sat alone in the front of the room diagonal labeled sweet seat. I suspect it was the timeout seat.
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...positive behavior/style is conducive to support staff; student and community can improve student achievement in the arena of teaching and learning.

Works Cited

Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school,

family, and community partnership. Peabody Journal of Education, 87, 81-120. Retrieved

from Academic Search Premier database.

Landrum, T. J., & McDuffie, K. A. (2010). Learning styles in the age of differentiated instruction. Exceptionality, 18(1), 6-17. doi:10.1080/09362830903462441

Levy, H. M. (2008). Meeting the needs of all students through differentiated instruction: Helping every child reach and exceed standards. Clearing House, 81(4), 161-164.

U.S. Department of Education (2002). The no child left behind act of 2001. Retrieved from

http://www2.ed.gov/nclb/overview/intro/execsumm.html

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