Classroom Observation
It was early in the morning and Mrs. Gault turned the light off in the main classroom and said we just needed to calm down for a while. About 10–15 minutes later she told me I could take some of the students in the kitchen/classroom and work with them. I ask Jacob, Nick, and Levi to go with me. We worked on our sheets All About Me. I talked with Levi about not breaking the crayons and putting them in his mouth like he did yesterday. I gave each student one crayon to color with. Levi was finished coloring and he broke the crayon and laugh at me. I ask him to get up and to come over to main classroom and sit at the desk and think about the choice he just made for a little. I went back into the other room and could hear Levi asking to go to
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Classroom Observation
For the third lesson in this unit the students were to be Scientists and observe the sun's different locations in the sky. The students were to observe the different positions of the sun during the morning, noon, and afternoon. The students had to go outside and stand in front of the school to see where the sun was in regards to the school. When the students faced the front of the school, the sun was on the East side of the school so it was a great experiment for the students to see that the sun was in the East in the morning and it's position continued to change as it moved towards the West. Once the students observed the location of the sun, they were to go back inside and sketch where the sun was in the sky. This is where I wanted the
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Classroom Observation
In this lesson, my students used all of their knowledge obtained from the previous lesson to investigate and explore in the science lab. The content of this lab is asking students to compare and contrast basic properties of matter. The objective for this lesson is for them to measure the length (Type of matter), weigh different objects, and measure the volume of different objects using types of matter. These objective coincide with my unit objective 2: Given multiple choice questions students will compare and/ or contrast the physical properties of solids, liquids, and/ or gases. To make certain that my students will meet the objectives given I created three mirrored centers with twelve minute intervals. The class was also divided into six...show more content...
Ed. Teacher circulated the room to ensure that the students where on task. At station one students were measuring the length of different (solid) objects using the unit centimeters and inches. Students were also asked to estimate the length in both units of measurement before finding the actual measurement to compare their results. Then at station 2, students were asked to measure the mass or weight of different objects and compare the objects weight. Moving on to station three, students were asked to investigate and weigh the mass of different objects using a liquid. Comparing the increase or decrease in the water level in milliliters. Once all three stations had been completed by the students we regrouped for discussion. After, I collected theirscience packets were they completed their work and graded them to check for understanding. I found that 80% of my students were able to compare and contrast basic properties of matter from their responses and results in their packets. This also gave me an opportunity to reevaluate my teaching method and enhance it to help my remaining 20% gain the knowledge needed before moving on to the next
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Classroom Observation
Properly conducted classroom observation is a powerful tool in the continuing professional development of teachers. The revised performance management arrangement for teachers, which came into force on 1 September, 2007, clearly set the expectation that classroom observations are to be developmental in nature and multi–purpose in usage. The Education ( School Teacher Performance Management) Regulations 2006 state that the total period of classroom observation allowed per performance management cycle should not exceed three hours and, in many cases, will be less, depending on individual circumstances. The performance management regulations require that classroom observation, and the performance management cycle, should...show more content...
Classroom Research and Second Language Development:– The success of a course of language studies in a classroomis judged in terms of the product, that is, the learners' terminal proficiency. To do this a number of tests and examinations are available which measure that proficiency. However, the examinations themselves can never inform us of the role that classroom work played in the scores obtained. In the classroom interaction occurs interactionn between teachers, learners and materials. This is the essential element of the classroom. An important step in the classroom is the image that the observer presents. Sometimes, no doubt, observers are perceived, as Rosen vividly puts it, as ' sinister figures in the wings, faintly contemptuous, armed with the paraphernalia of expertise and tapping ominously their research findings.' Such an image would be totally incompatible with ethnographic research which crucially depends on a relationship of trust. If the classroom ethnographer is regarded as an evaluator or inspector, the entire enterprise becomes impossible. This is of central importance to Classroom Research. Neutrality in Classroom Research means studying the interaction as it occurs in the context, from the perspective of those that are being studied. This can be done through participant observation or non–participant
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Classroom Observation
I use to believe that being a teacher was going to be eight hours of teaching and being with children. Being a teacher seemed to be the easiest career choice out there for me. After viewing the students of all ages and levels, I have changed my opinion of teaching. There is an unknown side to the world that can only be seen when inside a classroom. Watching the students have made me realize that being a teacher will carry some difficulties. Observing has made me realize that there is more to teaching, the classroom, and what goes on inside.
Over the five...show more content...
The teachers made the room feel welcoming to the students. The teacher placed pillows, plants, and posters around the room to make the room more inviting. The students seem to love the room and teacher. In the intermediateschool, the classrooms had only a minor difference from the elementary. The teacher had her classroom set up in groups and also had the safe feeling to it. The only difference was that both teachers I observed had different college information placed in their rooms. Both teachers had college posters and memorabilia around the room. I felt that the teachers were sending a positive message about furthering her student's information. In the middle school however, students sat two to a table. The room felt bland without having any posters or decorations of any kind. The room did not have the warm inviting feeling to it as did the elementary and intermediate schools. In high school, the room had the same uninviting feeling to it. The students in the classroom sat at a desk all to themselves. They were placed in rows making it hard for any talking to occur. The room had no posters and no decorations of any sort. As the ages of the students grew, I noticed the rooms changed with them. While in elementary school, teachers made their rooms inviting. Teachers wanted to get their students to feel welcome. However in high school, students did not have the same
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Essay on Classroom
Observation Report
Classroom Observation
I had the pleasure of observing a classroom containing kindergarteners through second graders. In these classes I observed two students. One male one female. They had a variety of different traits and displayed skills to provide information of their development. Each of these children was at different stage of their development. I also visited a special needs classroom. They had a variety of traits that showed their development as well. They differ from the other students I observed. Averageschool aged children gain the ability to cut straight lines and cut out shapes with scissors. They usually have a noticeable preference for the right or left hand. They are able to participate more in self care by brushing their own teeth and, for the...show more content... She couldn't cut straight or even stay in the lines of her picture. She had a hard time creating the project. She was however very good at memorizing everything she needed to for her project. Socially she was actively talking to other students and would even try to help them memorize the material. She was very polite and friendly. These observations were just a few of the many students in the classroom. Each of them had displayed a variety of traits but I choose these four to provide examples of development in early children in the school setting. Many excelled socially, but others had trouble. Many were showing great physical development, but many didn't. All children develop at different speeds. But these are just a few examples I observed. I hope to continue my observations in my own time and one day teach these children so I can watch them grow and develop. I love children and observing them is a great Get more content
Art Classroom Observation
On today I observed Mrs. Dillon's 6th period art class. The room was filled with students' artwork, both from the past semesters and the current semester. Among the artwork were mosaics, murals, cement masks, and art guides– color wheel. It was a combination of 9th, 10th, and 11th graders, both male and female. There were 23 students present and they sat in groups around tables consisting of two boys and two girls and one table filled with all boys. The teacher was absent on today, but the students behaved just as if she were there. When they entered the classroom, the grabbed their journals and headed to their assigned seats. Usually there would be a journal displayed on the board, but since the teacher was absent, today there wasn't. Their
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Classroom Observation
Prior to my observation, I was eager to have an opportunity to observe a class for an entire school day. While I certainly have a background working in school settings, I have never been able to focus on understanding and evaluating the different aspects of the school day. For my observation, I was placed in an inclusive fourth grade class. Two co–teachers ran the class of eighteen students. One of the most notable areas of the classroom was the carpet. Throughout the day the students would gather on the rug for lessons that required the teachers to either read to the class or demonstrate a procedure, such as division during math. I found that the children were most enthusiastic about the lesson when assembled. When the students were not gathered on the carpet, they were seated at their desks. The desks were arranged in groups of five with the students facing each other. I found this setup interesting as grouping tables usually encourages student discussion, however, in my observation the students were never encouraged to share their ideas with their table but rather raise their hand and answer questions asked by the teachers. I plan to set up my desks in groups similar to how the teachers I observed have; however, I hope that I remember to use the layout of my classroom as a tool for my lesson plans. When I first entered the classroom before the children arrived, one of the teachers told me that her inclusive class was very low. At first I presumed she meant
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