Report Based Upon Observation On The Classroom

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry

When there are too many distractions in a class, students are less likely to focus on what is being taught. Distractions cause behaviors in the classroom, limiting classroom instruction. It is my goal to ensure that students are receiving and understanding each lesson or topic. In order to provide this for my students, I will

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

The first is high-quality classroom, scientifically based instruction. Without this, students will not be receiving reliable, valid, and equivalent teaching and instruction. Another component that is needed is continuing assessments of students. Universal screenings and measures to monitor progress are critical to determine if a student is meeting the academic requirements. According to Jenkins and Johnson (n.d.), the screening process should have three important criteria. The first is classification accuracy which is being able to clearly tell if a child is at risk for academic difficulties or not. The second is efficiency which means that the screen should be universal, administered and scored quickly, and the procedure should not be time-consuming or costly. Third is consequential validity which means that all students who are identified as at risk must receive effective intervention. Ongoing student data can be compared to peers to determine which students are trailing behind and may need additional intervention. According to Deno (n.d.), over the past 30 years, there has been a different approach being used that focuses less on comparing differences of students and more on the student’s progress towards their own educational outcomes. The data obtained from ongoing assessments is critical to understand a student’s level of achievement and

Grades cause students from various schools to look almost identical on paper. Two students may both receive high marks in a particular class, but if the student are from different schools from different financial regions, further analysis can prove that these students are not of the same level of academic ability. The National Assessment of Educational Progress is test to measure the abilities of student in the same grades from various regions. An analysis of the 2009 National Assessment of Educational Progress by the New America Foundation shows that “a higher percentage of 4th graders in the Northeastern United States and the Midwest scored proficient or above in math on NAEP than in the South and the West” (4th Grade Math). Although students in the Northeast and Midwest scored better on the exam, students from the South and West may have received the same grades as the students in the other regions. The sense of achievement that students from poorer regions receive from their grades is disappear since the results of standardized test show how these students actually compare with other students. This harsh reality becomes part of a continuing cycle as elementary students move on to secondary

Each year, teachers at St. Timothy School assess student need using a variety of tools that measure student learning styles, as well as reading levels and math proficiency. Using ongoing assessments in this manner provides teachers with immediate feedback on student progress and allows teachers to analyze the effectiveness of instruction, and make modifications where necessary. Teachers then rely on the resources available to either remediate and intervene to prevent student failure; or accelerate and provide additional challenge for students. This remediation and acceleration model is fluid, and allows flexibility in grouping students. It is possible that a student would be accelerated in some areas, need remediation in others, and be on grade-level for still others. The St. Timothy School instructional model provides for the ultimate in individualized instruction.

The data provided can provide a comparative analysis for states, districts, schools, teachers and parents to use as a measurement of a student’s knowledge at the time of testing, which can benefit the learning and assist in using the information to identify areas of concern in the students learning. The data can be one part of the whole looking at the student and monitoring for areas of weakness and strength in the students’ academic studies. Additionally, these tests provide a system of accountability and data collection. Which applied in this framework is useful as a tool to evaluate students’ progress, identify gaps and what an intentional teacher could use to assist student education (Alber, 2017). An additional use of the standard test information, suggested by Alber (2017) is to use the information to assess how you can group students in a way to promote and guide classroom learning and teaching, optimizing differentiation in the classroom. Instead of using high-stakes standardized tests to determine effectiveness, which has the potential of educational systems being influenced to spend more time teaching to the tests, versus teaching individual students according to their need, time devoted to using the gathered data more efficiently could occur. Such a shift would minimize

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.

The names in this Observation Report have been changed to protect the privacy of the parents and the child.

For my classroom observation I had the opportunity of sitting in on a first grade regular education classroom. Listed below are the following that relates to the teacher’s classroom design.

Many of the things that we have talked about in class were illustrated for me in

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.

Watching videos in English. As observed, they are keen on this activity. At the end of every class they were shown a video about the vocabulary presented in the lesson. Videos often include songs, personally I think it is a good combination between visual and audio materials.

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