Classroom Observation The classroom observation took place in Chaira’s class at Early Education Center (EEC) in Highland, NY. Chaira class is a self contain (Full day center-based special) class that consist of 12 children, 2 assistant teachers and 2 one to one aides. The age range for this class is from 3 ½-5 years old. EEC starts at 8:45am and ends at 2:30pm. The staff is very friendly and caring to the children. I arrived EEC at 8:30am and talk briefly with the teacher. She discussed the agenda for the class. She invited me to interact with the children in the class. This allowed me to observe and get hands on experience working with preschool children. This class has a routine everyday that the children learned from the beginning of the school year. Once the children arrived in the classroom they complete their morning …show more content…
When this program first developed it was for students who had language and speech impairment. Over the years the school has evolved into a program that provide services to all students. This center based program is a fully integrated program. Kathy mention EEC was the first program in the county to provide these services to young children. EEC offers half day, full day program and after school child care. Students have the opportunity to be bussed into school or drop off and pick up from an adult that is authorize to receive the child. EEC also provides a 6week summer session for students. During the school year and summer session students will receive services if needed for the child. This program has teachers who are fully certified in early education and special education and fully certified therapist for children who needs services. This program offers integrated/inclusion and special classes that is approved by New York State. Kathy assured that children learn through play so they provide the school with materials such as toys that is specific for children to play, develop and
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
This is for a preschool aged classroom. I recently began a new job and am still getting into the swing of how my classroom is different, so this is written in past tense, based off my most recent experience in a classroom for a full school year.
For my 3rd observation, I observed one full day in a preschool/kindergarten classroom. The number of children in the classroom this day was 20 with ages ranging from 3 to 5. The teaching style in this school is Montessori. This means that formal teaching approaches are not used. Some of the casual teaching used in this classroom is rather than giving the students worksheets to challenge the student’s thinking, the teacher uses the students and other manipulatives for learning. For example, the teacher gave seven students cards with the days of the week on them. The teacher had the students with the cards go to the back of the classroom and scramble themselves up. The others stood by the board. The students that stood by the board got the chance
I observed at St. Eve’s Learning Center location in their preschool room. The center has a naturalistic feel to the environment and all of the staff is friendly and welcoming. The classroom displayed best practices, modern theories and research, and followed expected standards set by their accreditations.
David's parents appeared to be in an okay mood when the QP arrived for the session.
In this elementary school, there are three first-grade classrooms and they have pretty much the same decoration and organization.
My first observation group was at lunch time, ages 2 to 5 years old. I saw a proper health menu as well as a good routine of washing hands, cleaning teeth and good arrangement of cots. But one of the teachers grabbed her hair a couple times while wearing her gloves and feed the kids at the same time. I wish she could had her hair tide up.
The second day of my observation during the 3rd grade class I noticed that the children were very wild and disobedient. Mr. Dunn told me it was because P.E. was their last class of the day and they were ready to go home. In addition to this it had been raining all day so the children had not gotten outdoor recess. The options for students when it rained were to either go to the computer lab or the cafeteria. Since the children had not gotten to run around and get out some energy, they acted out during P.E. Mr. Dunn told me there is a link between physical activity and learning and when children don’t get the physical aspect it makes it hard for them to focus, retain information, and behave during learning excercises. Throughout the duration of this class the children ran and yelled and climbed on things they weren’t supposed to. Mr. Dunn used his microphone a lot and the police officer came in to help calm the children down. The students would not be tamed, so the class turned into more of keeping the students from hurting themselves and each other and just ignoring the tattle telling and yelling. Each of the planned tasks did get completed and the students did learn, but I could tell by the end of class Mr. Dunn was stressed and the police officer laughed at his expression. One of the things I admired about Mr. Dunn was that even
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
All the students were required to participate unless they had a valid excuse approved by the coach. In all of the activities that I observed and participated in, the goals were challenging but obtainable. It was obvious that some students were far more or some far less athletic than others and the coaches were able to adjust their respective goal accordingly and did so without drawing attention to them. All the students knew what was expected of them before they came out to the PE area. They would not begin until they were all assembled and quiet. Once they found out which coach they would be with, the students were required to run or walk one lap around the PE field and
I came to the classroom everyday as nap time was ending. Savanna would be up before everyone else running around. I noticed this happening every time I came in. I asked the classroom teacher if this was an everyday thing. The classroom teacher informed me that Savanna has never taken a nap during the school year. I chose Savanna because she did multiple things that stood out in the classroom. At nap time she would scream, cry, throw herself a fit, and throw her shoes. They were to sleep with their shoes on and she would take hers off and throw them. I felt like if she could sleep with her shoes off she would actually go to sleep.
I completed 10 hours of fieldwork at an elementary school, in the Early Childhood Education setting, named Bell Elementary School. The time sheet with times of observation was signed by the preschool program staff. The preschool program was developed for kids aged 3-4. The child selected for observation was Isa, a girl aged 4.
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 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.
When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.