Importance Of Student To Student Observation

I am currently teaching second grade in an urban charter school in Cleveland, Ohio. My classroom has twenty-three students, twelve boys and eleven girls. There is one student in my classroom who receives special education services and four students receiving Title 1 interventions. My students are extremely social which leads to the use of small group and partner learning. The socialization has lead to some struggles with behavior and student independence this year.

Today was my first day in my elementary education field placement, which was in Kindergarten. I did not know what to expect in the Kindergarten classroom, so I went with my knowledge learned from my textbooks. The classroom was a warm and inviting room that made you feel happy and comfortable. The classroom was filled with brightly colored posters that pertained to many different academic content such as a number line, an alphabet, a calendar, different vin diagram charts, how to make words by letters chart, math procedures, ways to read, need to know words, how to sound out words, and a behavior chart. The room was like a magic learning palace.

Journal one of the Westminster College class EDU 562 Field Experience was related to observation and participation with a first grade classroom, on Monday, January 4, 2016. Upon arrival the class teacher provided instructions to assist in the set up of the classroom January calendar, make a graph of the lunch choices, and to pass out morning work for the students to complete as they arrived in the classroom. At 8:30 a.m. the teacher welcomed most of the students with excitement as they entered the room. She informed the students in detail and repeated the routine and morning arrival instructions. Once everyone arrived, the teacher rang a bell which symbolized it

PS. 45 is a school in in Staten Island New York, serving 900 students, 61% of the students are economically disadvantaged. This is a diverse school where 5% of students are Asian, 17% Black, 48% Hispanic and 27% White. They have a population of English Language Learners that take up 6% and 23% of the school's population have disabilities. I am observing a 4th grade classroom at P.S. 45. This class is a general education class with 26 students, two of these students are English language learners and two others struggle with focusing. There are also a number of students in the class that need extra support.

Jayden’s class consisted of seven boys and one girl. The classroom was very small and can hold up to twelve students. Towards the front of the classroom, was a SMART board, calendar, classroom rules, behavior chart and a clock. Above the SMART board, was a list of the

As the children participated in this Math Counts/Manipulatives activity they were learning to work cooperatively in a small group. They were also learning understand

In the following report we will examine all of the elements of a Kindergarten classroom that I observed in Miss. Phillips classroom. I will cover over the school, the student’s participation, and the teacher’s overall. I will also include a Building report card. I will discuss how much the experience had an impact on me.

Which could make it easier for the teacher to focus on his students individually if the class has fewer students. The teacher also organized the desks, by grouping students into groups of four. As a result, the students can communicate with each other more efficiently. This was shown when a student could not answer a question correctly. The teacher asked other students to volunteer to help the other student answer the question. In addition, the teacher also mentioned a situation in which a student needs to have the teacher facing her to better understand the lesson the teacher is teaching. The teacher adds that the student could read lips. Furthermore, there was a student who needed more assistance from the teacher and a personal aid. The teacher described the student as having Asperger’s and a combination of other conditions which inhibit his ability to have an average development. To help the student, the teacher explained to his other students the struggles of the student faces on a daily basis. Moreover, the skills which to possess one day, is the ability to quickly recognize when a student is struggling in class and act quickly to make sure a struggling child could get help. Which I am sure, I could pick up with experience as an

At the end of the lesson Students are going to be able to describe where they live using the verb "vivir" and "tener" in Spanish. During unit two, they been using the these verbs and in the beginning of the lesson they answer the "Do NOw" activity where I asked then: ?Donde tu vives? They answer the question in Spanish and used the verb in the correct tense. After that, they answer a listening question where they had to identify the part of the house using the vocabulary proposed at the beginning of the lesson. Finally, they started a project where they had to create a Floor plan and describe their ideal house. For this activity, they have to use the verb "tener" in present tense. The completion of these activities ensures the acquisition of the new vocabulary and the verbs tense. It is important to mention, that this lesson will continue next week because students need more time to complete their DOL activity.

I was assigned to observe a class comprised primarily of four year preschoolers; room 102. These students had a

Today I had the opportunity of observing a left above the knee amputation, which is removal of a body part. This patient was a diabetic with neuropathy and had a wound for several years in his left leg that was severely infected, which was compromising blood flow to his left leg. First, the patient was sedated with general anesthesia followed by prepping and scrubbing the patients skin. Thereafter, the surgeons marked lines on the patient’s skin to guide them in what areas to incise the skin. As the surgeons, were cutting through the skin, I saw that they carefully divided the muscles and clamped then cut the blood vessels to stop the bleeding. Once they reached the femoral bone, the surgeons then used a bone saw to transect the bone. Once

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four

I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two