Classroom Observation Report

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Classroom Observation

On Monday February 24, 2014 I visited Mrs. Randus’ third and fourth grade split class at Kline Elementary. Her classroom consisted of a mixture of third and fourth grade students who were tested and labeled as gifted in various subject matters. Mrs. Randus was responsible for teaching the children language and reading skills. The class consisted of an equal number of boys and girls, along with a wide variety of cultures. According to my observation, Cushner, McClelland, and Safford (2000) were correct when they stated, "Schools, in particular, are cultural crossroads in a society where distinct but overlapping student, teacher, and school cultures intersect"(93). There were many different religious beliefs, family backgrounds, nationalities, races, social classes, and personalities represented in the class. All of the sources of cultural identity expressed in Human Diversity in Education was represented in Mrs. Randus’ class (Cushner, McClelland, Safford, 2000).

We met with Mrs. Randus before her pupils returned from recess to discuss the technology in her classroom. There were two computers in the classroom for twenty students. One of the computers had a camera on it that faced the class. Every minute a picture was taken of the class at work and immediately placed on the web for parents to view. Mrs. Randus stated, "The parents are able to feel part of the educational process by watching their child’s performance in the classroom"(personal communication, February 24, 2000). Along with the cameras, Mrs. Randus works diligently to build and update her classe...

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... Mrs. Randus practiced the progressivism ways of teaching by giving her students the option of choosing their own book. The students seemed to be engulfed in their chosen books as our observation time came to an end. Much was learned during the observation period about being a successful teacher with the aid of technology. The third wave technology in the classroom along with the progressivism teaching style of Mrs. Randus aided in the student’s ability to excel in the classroom. It is my dream to one day have a successful class similar to Mrs. Randus’ third/fourth grade gifted language arts class.

Reference Page

Randus, J. Interview. 24 Feb. 2014.

Clark, Debra. "Theories of Education". Inquiry into the Profession. White Hall, 15, Feb. 2000.

Cushner, K., McClelland, A., & Safford, P. (2000). Human Diversity in Education (3rd ed.). Kent: Kent State University.

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