Observation Of The Middle School Social Studies Teacher

Observation Of The Middle School Social Studies Teacher
I was pleased to have had the opportunity to observe two eighth grade teachers as part of my internship process. I will use aliases for these teachers.
Mrs. Cessna is a Middle School Social Studies teacher who is currently teaching U.S. History to eighth grade students. She has been teaching for
thirteen years. The second teacher I observed is an eighth grade Math teacher, Mrs. Knox. Mrs. Knox is in her twenty–first year of teaching. Mrs.
Knox is an amazing teacher. The Common Core Standards for math are very challenging. The way the schedule is set up at North Haven Middle
School, the math teacher teachers 5 classes a day. One class is designed to be an accelerated class, one is a math lab which is an additional class for
struggling math learners. The other three fall somewhere in between. The class I was able to observe was one of these middle range math classes. The
dynamics within the class varied from a couple students who excel in math to struggling math learners. A few of the students in this class also attend
the math lab while others receive special education services. Mrs. Knox is able to consider the needs of all her students when teaching. She reviews
information multiple times to ensure an understanding of the math processes. Math is not a subject that lends itself to student directed teaching and
learning. There are specific rules and formulas that need to be taught by Mrs. Knox. Mrs. Knox tried her best to engage the students in
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Graduation Speech : Students ' Cultural Diversity
Introduce better. When I originally set out to start this project, I started out wanting to explore how books could be used to address diversity in the
classroom in terms of the students' cultural backgrounds. After spending time in my classroom, I came to the realization that investigating this question
would be a challenge, due to the fact that I was only able to observe a handful of situations where students interacted with books, much less books that
included aspects of culture. In my classroom, books that incorporated the various traditions and cultures around the world was a rarity, reflecting the
scarcity of books in the children's book industry. Because of this issue, I set my sights to analyzing how teachers address the students' cultural diversity
in their classroom.
My observations took place at a private Quaker school situated in an urban setting in the Philadelphia area. The school is committed to seeking truth,
challenging the students' intellect, honoring differences, embracing the city, and nurturing each student's mind, body and spirit. The observations
were conducted in an early childhood education program in the classroom at their school. I was able to observe once every Wednesday morning for
approximately two hours, between the times of 8:30 a.m. to 10:30 a.m. This went on for a total of seven weeks, from October 7th to November 18th.
The class a part of a Pre–kindergarten classroom, referred to as "the nursery," where there are twelve total children that

The Importance Of Scientific Observation In The Classroom
Working scientifically is extremely important within the classroom, for it is an educational process which allows children to advance upon their
scientific enquiries and knowledge through the means of investigation, bettering their 'understanding of the world around' (IAP, 2012 cited in Harlen
and Qualter, 2014:100). The nature of working scientifically incorporates the children's learning of systems, methods and contexts within the scientific
world, allowing them to develop an understanding of the scientific ideas and processes whilst using 'skills employed by scientists' (IAP, 2012 cited in
Harlen and Qualter, 2014:100). These scientific enquiry skills developed and used through scientific working are especially significant within the
classroom because they are also applicable to colloquial life, for example, the enquiry skills of: observation and questioning.
Observation is a definitive, important enquiry skill and a 'cornerstone of the enquiry' (Anderson, Martin, Faszewski, 2006) which a child will utilise
whilst working scientifically. By definition, observation is an enquiry skill which serves as a scientific discipline used for the constructing and
rationalising of explanations and theories; the skill is most effective when the controlling of variables has been made difficult to efficiently measure the
outcomes of an investigation, meaning observation is the most beneficial way to evaluate results (Smith & Reiser, 2005). Moreover, within the
classroom, observation has

Evaluation Of A Systematic Observation Schedule
Assignment: The systematic observation schedule
A proper examination schedule was devised for the notion of examining the attention level of girls and boys in the class. It should be noted that, this
schedule also encompassed the extent and nature of interactions between the students and the teachers. To be specific about the topic, it can be stated
that a seven year old student of primary school was captured in a video of 5 minutes. The results showed that the boys were troublesome and unlikely
to pay attention. It was suggested by a review the aforementioned methodology to answer a research question is the best. It is being employed since the
1930s for the notion of exploring and studying the interactions that occur between the students and teachers. Moreover, it also aids in studying other
behaviors in the classroom (Evertson & Green, 1986). 1960s marked the dominance of this method in this research domain.
One of the definitions of systematic observation is, "a tool of research that encompasses the directly observed behavior and records that behavior in
accordance with the domains or categories that were formulated before the data was being collected" (Bryman, 2008, p. 254). Basically, the notion of
systematic observation is to develop and propose give a brief description in concern with the prevalent system of education (Croll, 1986). The observed
data can be used for various purposes like analyzing the behavior of teacher, explore the pattern of interaction between the

Mike Analysis : Mike 's Iep Essay
Mike appeared to be respectful of his peers and vice versa. After reading Mike's IEP, I was surprised to learn that Mike has difficult in–group settings.
Indeed, in my field observations I witness several instances where other students looked at Mike as a leader. I found students to be aware of what
Mike was doing and admiring how Mike is able to stay focused on his work. Also, Mike was engaged in the classroom and asked questions in a
simple and safe manner. Mike interacted well with both genders. For example, he was an attentive listeners and speaker when going over an
assignment. He was the only boy white. As a result of my field observations and document analysis of Mike's IEP, I am left wondering why Mike
does not participate in more inclusive classroom. In fact, I believe the educational setting that is being given to Mike does not match what he needs
to fulfill his full educational potential. I found Mike to be attentive and he did not appear to be a challenge in the classroom. This was evident in my
observations of Mike during small group and independent time. I believe Mike behaved appropriately and was attentive to his surroundings. I found
other students to lack both physical and common sense of awareness compared to Mike. Other things that I noticed and wonder about are the
instructional practices and services being provided to Mike. For example, I noticed that the teacher's lessons were predominantly teacher–centered and
very little use of visual clues. I

Observation Is The Major Role Of The Teacher
Observation: Observation is the major role of the teacher. The teacher observes for routines and procedure to be observed. The teacher observes for
ground rule in the classroom and in individual materials. The ground rules are opportunity for the child to develop his/her will. The teacher observes
for pattern of order in the behavior of the child. The teacher observes for respect child to child, child to material, child to adult interaction.
Control of Error: is the built in aspect of the material also sometime found as coding on the back of the material.
For Example, in spindle box the extra or not enough spindle left is control of error. The material like matching numeral tonumber rods, teacher is the
control of error. Prepare of the environment: A prepared environment is an important role of Montessori classroom .the goal of prepared environment
is to make children safe and comfortable. A calm and orderly space enables the children to work on various activities of their choice at a pace they are
comfortable with. They also experience a mix of freedom and self–discipline in space that is designed to meet their development needs.
A teacher observes the child working with the materials and make changes to the environment. In mathematic materials, extensions and additional
problems are introduced to deepen child's understanding of materials. For example, variations introduced when child is ready with basic concepts of a
particular material to support child needs.
Relation

ELL Teacher Observation
I had an opportunity to meet the ELL teacher who is responsible for educating ELL students in the district. She allowed me to observe her teaching a
couple of students at Brighton Elementary School. The teacher informed me that she teaches ELL students using Scholastic books and a Scholastic
app. Additionally, the scholastic app is usually used to help students replace missing words in a sentence, assist students with pronunciation,
punctuation, & comprehension. While I was observing her class, the students would click on a word and the computer would pronounce the word
for them. This is a really good way for students to learn how to pronounce words accurately. I also observed her using several strategies to facilitate
these students' understanding of English as a second language, for instance, she mentioned one strategy for capital letters "you step on gas" and
another for periods "you brake". Another strategy that she uses when teaching them to write sentences is "Mr. Space", which is the size of a Popsicle
stick, and it allows the students to put appropriate spaces between each of their words. The students are required to take a test at the end of the year to
measure their progress. Students are supposed to show growth and progress and this data is communicated to the student's parents. ... Show more
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It is vital that teachers are aware of the support that students have so the teacher can be able to accommodate these students academically. As a future
leader, in order to promote diversity in my school, it is important that I ensure the academic success of all students in my school. Therefore, I have to
ensure that ELL students have the additional support needed to be successful

Teacher Interview and Observation Paper
Teacher Interview and Observation on Lesson Implementation
Theresa Flournoy
University of Phoenix/Axia College
EDU 310
At 1:00 p.m. I entered into Evoline C. West Elementary school on Thursday, July 12 2012 for an interview with Mrs. Yolanda Lawrence. As I
entered the classroom, I was greeted by Mrs. Lawrence, the head teacher in this classroom. Mrs. Lawrence has no assistant at this present because
of it being in the summer. After I entered into the classroom, the entire class welcomed me with "hello Ms. Flournoy". It made my day to see all of
those smiley faces greeting me. This was a 2nd grade classroom which consisted of 17 students of which 8 were girls and 9 were boys. This interview
and observation was a total of 2 ... Show more content on Helpwriting.net ...
Lawrence also started a lesson using an active board by having sample problems on it and students were called on random to answer the questions.
The students seemed to respond to the lesson very well. There were some students who decided to have their own conversation instead of doing their
lesson so Mrs. Lawrence call on the students to get their attention; however , they did not respond so she politely walked over to the group and said
something to them and they stop talking completely. For the most part these students looked like they were having fun while learning. Many were
helping each other count while some were holding up fingers. After this hour and a half of observation, I wanted to interview Mrs. Lawrence
concerning on lesson plan development.
Teacher Interview on Lesson Planning
Theresa: I would like to know what format you use for planning your lessons?
Mrs. Lawrence: At our school there is no format; however, they must include certain things like objectives, materials/resources, hooks, etc.
Theresa: So how then do you decide what you are going to teach?
Mrs. Lawrence: We have a curriculum
Theresa: How do start off by planning a lesson and where do you start?
Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access
their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

My Observation Of Being A Teacher In Middle School
My time observing at Martin Luther King Jr Middle school was such a learning experience. As a future teacher I learned a lot about myself. For
one, I learned that being a teacher in a Title 1 school is not for me. Our course text in chapter 4 stated that there is a shortage in the right kinds of
teachers in urban communities. The book is absolutely right. When it comes to kids in Title 1 schools and urban communities it takes a special
kind of teacher to deal with the issues that appear in those kids. A teacher must be willing to put in extra time to work with the kids and be strong
enough to deal with their rough exteriors. Ms. Hill emphasized that idea to me. I'll be honest, I have the cultural background to work with Title 1
kids, but I do not have the personality for it. The kids that I observed, would tear me down and send me running if I were their teacher because I
am far too sensitive and I am a pushover at this time in my life. I would love to work with Title 1 students eventually, but I know that I have a lot of
growing to do as an educator before that happens. From this experience, I also learned that when I become a teacher, I want my students to like me as
a person but that I also want to them to give me the utmost respect. I feel that I can best do this by really getting to know my students, feeding into
their interests, and by building a personal connection with them so that they know that I care about them and what happens to them. At the same time,
for

Classroom Observation In The Classroom
On September 13th, 2017 I observed Chef Holman at Murray–Calloway County Area Tech Center. I first met principal, Dan Hicks, he showed us the
facility and gave us an overview of all programs offered at the school. Before this observation I did not know that culinary was a program offered at an
area tech center. During my observation I used the domains of the Danielson Framework for teaching observation. I also learned many new ideas and I
plan to apply them to my future classroom.
For this observation I specifically observed for domains 2c: Managing Classroom Procedures and 2e: Organizing Physical Space. For 2c: Managing
Classroom Procedures, I looked for little instructional time that was lost due to routines, procedures, transitions, and handling of supplies. Chef
Holman said to keep the students' attention she tries to keep her lectures under 20 minutes so she can quickly transition the students into the kitchen.
Her transition was different than what I would have done as the teacher. Once lecture was over she released them into the kitchen, verses where I
would have gone into the kitchen and demonstrated techniques to successfully complete the recipe. When I am a teacher I plan to show my students
how to properly prepare food by using lecture time and hands on demonstration time. One way I found there was some hands on instruction loss in
her second block was when she did not thoroughly explain the recipe. The students had to come ask her questions and stop their progress in the
kitchen. I liked the suggestion Chef Holman made regarding designating certain days of the week to cooking and others to lecture. This allows the
students to get used to a routine and optimize their time spent in the classroom so no instruction time is lost. I also liked Chef Holman's teaching
strategy of teaching the basics first. In my classroom when I am a teacher I want to start out with the very basics because every student comes from a
different back ground, you don't know what they have or have not learned at home. I learned that you do not assume students know how to do
something. Youneed to explain everything step–by–step so students fully understand what is expected of them. If students know what you expect, they

Teacher Interview And Observation Of A Kindergarten Math...
Teacher Interview and Observation
The teacher interviewed and observed was Mrs. Linda Grill, she has twenty–eight years of experience. Her first ten years of teaching were at an inner
city school in Los Angeles, where she said, "I was the only white person there." For the last eighteen years she has been teaching a variety of grade
levels at Aurthur Hapgood Elementary in Lompoc, current she teaches kindergarten. As I work at the sameschool as Mrs. Grill, I interview her almost
daily, for the purpose of this paper the majority of the interview was completed two days before the observation. The formal observation of a
kindergarten math lesson occurred on Friday September 16th at 10:10 am, immediately following the morning recess.
Teacher Interview Summary Mrs. Grill was able to provide an abundance of useful information regarding her kindergarten class and also explained how
she acquires this information, as many of her students are entering school for the first time. The students' linguistic background is identified at
enrollment, by the parents and the teacher is provided with and English Learner roster. The EL students are then given a formal assessment, by
bilingual team and rated as either beginner, intermediate or advanced in their ability to speak and understand English. Content knowledge and skills are
assessed at kindergarten registration and again at the beginning of the school year. The assessment consists of letter names and sounds, shapes, colors,
rote

Example Of Naturalistic Observation
A. A naturalistic observation is a form of research that takes place in the participant's own environment. This could be the participant's' workplace or a
child's home. Another form of observation that was also conducted was covert observations is an empirical research were the participants don't know
when they are being observed. Covert methods in general has always been contentious, on the basis that you can mislead the participant of the study.
However, they offer access to information that would otherwise be nearly impossible. Regarding this, the subject that I've decided to study was an
biracial female that is athletic, roughly 5'7, dark colored hair, brown eyes, ages between 16–17, and is a senior at Minnetonka High School. The
specific behavior of interest was the amount of socializing with classmates when teacher asks to share their views about the topic in class.
B. Day 1: The subject look very disinterested at class. While the teacher was discussing about the code of conduct in class regarding cell phones the
subject was on her smartphone. The teacher made us repeat the words to our classmates. She sat there and still proceeded to look at her phone. She
doesn't seem to be interested of the class. Day 2: Mr. teacher gives the students the first 5 minutes of class to write in their journals. The teacher also
gives the students prompts on the board if they don't know what they want to write. While most of the students are sitting there answering the prompt
on the

Evaluation Of Constructivist Lesson Plan Format Essay
Brittney Centeno
EDUC 554 Inquiry/Constructivist Lesson Plan Format
Written by: Brittney Centeno
Science Subject Area and Grade Level: Water / First Grade
New York State Science Learning Standards:
Make observations (firsthand or from media) to construct an evidence–based account for natural phenomena. (2–PS1–3)
2–PS1–1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Materials:
Materials for experiment (clear container, water, cup, modeling clay, unifix cubes and marbles.)
Observation sheet Time Estimate: 45 minutes
Objective: Students will be able to understand that the size of an object affects water levels. Knowing: Students will know that water levels change.
Doing: Students will be able to add objects to the water and see whether the water rises or sinks. They will also be able to observe and record what
objects have a different affect on the water level.
Driving Question: What are the relationships between the size of an object and the water level?
Adaptations:
Students who are finished early can try to create a different object in shape and size using the modeling clay to place into the container of water.
English language learners can work with a partner and also use a picture chart to help.
Engage:
Have you every noticed what happens to the water in the bathtub when you sit in it? (Turn and Talk) Have you ever wondered

Evaluation Of A Checklist Assessment
Assessments play an important role in language development. Assessments allow teachers to become aware of children's language competencies by
using a variety of assessments, forms, and documentation to assess the child's language. Assessments also play an important role in helping to diagnose
and document developmental delays and specific language disorders. Assessments help teachers to plan appropriate learning activities, to respond to
accountability concerns, and engage in periodic and on–going assessments.
Purpose of Checklist"Checklists are composed of lists of characteristics or behaviors that are the focus of an observation" (Otto, 2014, p. 339). The
purpose of a checklist assessment is to keep track of behaviors and developmental competencies. A checklist should note a child's behavior that would
be directly related to target characteristics by documenting your observations. A checklist also helps teachers to document a child's early means of
communicating. It is important to write down criteria or evidence that a student is and can demonstrate the outcome.
Purpose of an Anecdotal Record "An anecdotal record is generally written in a narrative format, providing a descriptive account of language–related
behaviors during a specified time" (Otto, 2014, p. 345). Anecdotal records focus more on general areas of language competency like vocabulary.
Anecdotal records are open– ended and they are less structured. Anecdotal records are an effective way for teachers to

Observation Of Observing A Teacher
I had the privilege of observing a teacher at my church pre–k classroom on Wednesday the 6th of December 2017. Ms. Janet is a teacher at Shiloh
Elementary and she always have her lesson for her classroom ready and presented in a well manner. I introduced myself to her and her classroom and
was greeted and given a sit by the corner of the classroom. She gets her students up for physical warm up, they all went to stand on their assigned spot
for their daily routine.
Ms. Janet play "Ants in my Pants CD" for her students, it was an action Cd, whereby they will follow as the musical song in going on. She has a
whistle blower in her mouth, she blows it whenever she wants the student to start or stop what they are doing. The warm lasted for 30 minutes and they
all went to their table to sit.
Ms. Janet distributed a plain sheet of paper for all the student and put a bowl of pencils and crayons on each table. Has she walked round each table, I
had the awareness of the students changing their sit and peering up with their group. The students respond to her very well and they get along with her.
Listen to her during activity time and work together with their group without any disturbance. Before the activity begins, she showed the students what
she is expecting from them at the end of the activity. She was very calm and use different methods of teaching her students.
I noticed, she was moving around each table to ask them if they need any help for her, and ask one or two questions on

My Teacher Interview And Observation Essay
For my teacher interview and observation, I observed and interviewed Mrs. Jackie Tosh. She is a 3rd grade teacher and has 24 students in her
class. Mrs. Tosh graduated from ESU; she obtained her Bachelors in 2004 and her Masters in 2010. Mrs. Tosh plans and prepares for her classes
three days in advance, with her team. They come up with objectives and decide how they will accomplish each of them. The team then sits down
again to see where they are at and to discuss if there is anything they need to cover again. The Pa. Pre–K–12 Academic Standards are incorporated into
their planning. The teachers each receive a checklist to make sure all academic standards are covered before PSSA's start. Age and/ or related
characteristics of students are also discussed during their planning periods. Mrs. Tosh mentioned that she does have learning goals for a student with
individual needs. This student has a gifted IEP. The student requires more challenging work and enrichment services. For example, if other students
receive a multiple–choice problem, this student may receive an open–ended problem. This student may also be graded harder, because the student has
higher expectations. There are various resources, materials, technology and activities to engage students in meaningful ways, based on the instructional
goals. There are many posters hanging on the walls, and a lot of technology throughout the room as well. I observed elements of effective classroom
management; I observed from

Veteran Teacher Observation
The veteran teacher I observed for the 5th grade also teaches 6th grade students. She is a veteran teacher with a lot on her plate. I truly don't see
how she juggles both 5th and 6th grade students. I really think she does a good job with what she has. This experience shows me that elementary
teachers really deserve more credit than they get. Day one the first 6th grade class they come in really loud and are very talkative. When the teacher
tries to start their group discussion over the planetary cycle the students continue to talk and when she tries to get their attention to show them it's time
for class they talk louder. The two real main problem areas are the back and loner table toward the front of the room. The students talk over each... Show
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They come in loud like the other class. They quite down quicker and are slightly less distracted then the last class. There seems like there are more
boys that needs more hands on examples, they don't pay attention than proceed to blurt out whatever comes to mind. She talks about some 5th
grade stuff and gives them hints to questions that may be on their test next Tuesday. They are told to do their worksheet independently, but they
still talk she threatens to keep them in recess detention with her if they talk anymore and they quite down. This class is very nosy and mess with
things they shouldn't when working, they leave the class room very loudly. Day two the first 6th grade class they get a study guide for their test
on Tuesday. The class comes in very loud yet again. They can work on their study guide individually or in a group, the groups are relatively quite.
They can get of topic, but today it was still science related just not their main topic. The teacher implements the retrieve and review method here.
They repeatedly ask the same questions, but she does a good job in helping them look for the answer and not just giving it to them. You can really
tell that some of these kids have a real love for science and that is what I want as a

Early Childhood Classroom Observation
J.R. The Boy that Enjoyed to Learn My observation was at Lincoln Elementary School, located at 221 Cross Street, Harrison, New Jersey. I observed
an atypical child in the Kindergarten Inclusion Classroom, in which had a teacher aide Collen Sawyer, a general teacher, and a teacher aide assistant.
The classroom has seven students with special needs participating in a Least Restrictive Environment with 14 students without disabilities. The
classroom was ample with reading area, dramatic area, science area, manipulative area, writing and art area, and the area with a border and projector
for the teacher interact with the whole–group, it also had a bathroom inside the classroom, which the teachers could keep eye on them. First, when I
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To illustrate, during writing tasks I observed that while J.R. was trying to write a sentence, the teachers were managing behaviors of others students
that did not focus in doing the task. So, he was left alone because he was quietly writing. In this situation, he could improve more if have no seven
atypical students at the same classroom. In addition, I observed that the teacher did not give more time for him write the words because of the time
and the number of students at the classroom. I realized that the teacher did not put the student with special needs all together at the same table. This
strategy did work well because she had to keep moving all the time, leaving some atypical students alone in their tasks, even with a help of the teacher
aide assistant was difficulty to help all the atypical students. Even I do not understand the inclusive classroom well, if I was the teacher aide, I would
change where the atypical students seat during some tasks. For example, writing tasks I would put them into a small group for teacher–direct
instruction at the same table. Also, I would try to give more attention to J.R. because his behavior and excitement in learning would improve more his
learning development. I observed the teacher aide was control the whole classroom and the general teacher was serving her as assistant during the
day. Maybe because of the strong character of the teacher aide or it's the way was the right way to lead an inclusive classroom. But, if I was the
teacher, I would focus more on the atypical children and leaving the others students for the general teacher to deal with it. Last, I realized that the
speech therapist could not achieve well her time with J.R. because she had to serve a total of four students with speech difficulties at the same time. To
improve

Systematic Observation
Systematic observation is the establishment of different ways to get information through watching and listening to children. Systematic observation is
widely used by educators because it is similar to a routine and it could be informal. In order to get very accurate data it is necessary to determine the
purpose of the observation and be focused on it at the time of observing (McAfee & Leong, 2007). It is really important to be very realistic during
these observations. Educators have to be aware of their prejudices before starting the observations. Moreover, before starting an observation, the
educator cannot demonstrate or feel any signs of labels or stereotypes. In order to make an observation useful, it is necessary to take out all the believes
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When you put all the windows together and open them you will have a complete view of the panorama. Multiple windows are composed of source,
context and method. Source refers to the information and records obtained from people about a child. The primary sources are the child, parents,
teachers, specialists and classroom assistants. Methods of collecting information refers to how the information is gathered. There are formal and
informal methods to get data. Formal methods are based on standardized tests like screening or achievement tests. Informal methods are based on
normal and daily classroom activities. The context refers to the concrete factors in the childrens' environment. This environment should be composed of
physical space, materials, activities, people and the amount of teachers structure. Some examples of context for assessments are daily routines,
dramatic play, classroom meetings or large groups and learning centers. An educator could base the methods he or she is going to use on the
information gathered from the sources. For example, if the teacher gathers information about a child that is struggling with reading, the professor will
find the adequate methods to help the child read better. At the same time, the teacher can create the appropriate environment for the child based on the
information from the sources. For example, if the

Abstivation For A Teacher And Early School Observation
I start my observation in the first circle time at 8:30 .
L is a 3 year and 2 month girl who wears blue and white striped dress with pink flower pattern legging and pink slippers.
There are two teachers in a classroom.One lead teacher and one co teacher (I write teacher 1 for the lead teacher and teacher 2 for the co teacher)
L is in the right side of teacher 2 while she is standing on her knees and touches her teacher shoulder.
Teacher: sit down please.
She turns her face towards a child in other side of circle who rises her hand.
She puts her index finger from her left hand in front of her mouth while she is looking at the child who is talking.
L:shish( tells the child to be silent)
L looks at the teacher 2 while she is walking toward a kid who is out of circle and makes some noise with materials.
L puts her index finger inside her nose.
She sits criss cross applesauce and she turns her face to the left side and looks at the teacher 1 who is reading a book .
She stands up and turn her face to the right and looks at the teacher 2.
Teacher: sit down L.
L straights her both legs on the rug for a few seconds then folds her knees and touches her slippers' lace.
L straights her both legs and move them to the left and right and keeps continue for a few seconds then she puts both hand on her knees .
She looks at the teacher1 who asks a child to bring a hammer and a nail to the circle.
L looks towards a child who is walking out of the circle.
She looks at the teacher 1 while she is explaining the lesson .
Teacher 1( she has a carrot on a tray in front of her):Tapping nail on the carrot with hammer.
Tap Tap Tap
L has her index finger in her mouth then she itches her neck with her left hand and yawns.
She looks at the teacher 1.
Teacher1 : we have four directions.
L looks at her fingers in her right hand and counts 1,2,3 and 4 ,then she put her open her shoes lace ,takes off the slipper and touches her socks and
put her shoe on ( left shoe) ,she does the same with her right shoe.
Teacher 1 calls her name.
Teacher1 : L go and find a work.

She stands and walks towards a fabric board which contain all child picture ( saving cards).
She sits backwards on her knees on a chair close to the wall with saving cards,then

The Puzzling Truth : A Practicum Observation Of A Mentor...
The Disconcerting Truth:
A Practicum Observation of a Mentor Teacher & Senior Government Students Thirty–six desks were placed in six rows of six and each one faced the
SMART board awaiting the third block seniors to come in for their government class. The adjacent cement walls had no artwork, posters, or examples
of student success. In a list of three, the only whiteboard contained the class' plan for the day, but the faded green marker rendered it indecipherable
from across the room. The objectives were, "1. CNN News, 2. Begin Chapter 3 Vocabulary, 3. Preamble," with no explanation or elaboration. From the
back of the room, a screen separated the government class from another history class. There had been chatter echoing ... Show more content on
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When the video ended all but three students were on their phone or asleep, some of each of these two categories even have headphones in. Rather
than address the situation, the MT called from his desk that it was time to move on to their next activity. Though the board listed vocabulary and the
majority of the class were pulling out the classroom set of textbooks from under their desks the MT pulled up another video. He asked the class if
anyone already knew the preamble. When no one answered the question the MT asked what the preamble was or where it could be found. Again, no
one answered. Clicking play on the School House Rock video there was an instant symphony of groaning and recognition. As soon as it finished the
students were told that they had one week to memorize the preamble and recite it in front of their peers for a test grade. The class was instantly full of
chatter, mostly complaints and questions– none of which were answered, but the MT announced that anyone that performed the preamble at the end of
class that day would be given extra credit, which seemed to quell about half of those talking. The last activity on the board was the vocabulary, some
of the students were working on it and others were reading and practicing the preamble, some alone and others in groups. Confused I asked three
students what they were doing with the vocabulary. They showed me the twenty vocabulary

A Study On Child Development Essay
Introduction Observing a child will increase the knowledge on how child react in different situations; also, comparing to other cases, there might be
some similarities, but there must be differences. In these observations, we are focused on the social relationships, reactions, language, and emotion.
Based on what we have learned in the class, I know children a bit more than usual. Some children might be more mature than their ages, but some
children might not be on their ages yet. For example, asking children to solve the same problem that some children can finish it very quick, but some
of them finish it slower or cannot finish it at all. I have done several observations before using running record, time sampling, and other observation
system. Even though case studies provide child development major students a lot of examples, it cannot be sure that every child will act the same
way. From the previous experiences, the child I observed was active and had good social relationships with her peers and teachers. She gave me a
feeling like she was not only five years old. Based on we could not talk to the child while observing that prevent us to get more information we
needed. Collecting data from the target child is only from what we saw and what we heard that made me not able to get the information which was on
the assignment sheets. Additionally, there was time limit for every observation. Since I did not know the child well, it was challenge to understand why
the child had

Essay On Teacher Observation
The art of teaching is a difficult to define. The evaluation tools used by school administrators must be counted upon to do just that, define what an
excellent teacher looks like and does. Danielson (2010) says that teaching describes not only the teaching that occurs in the classroom but also the
behind–the–scenes work of planning and other professional work, such as communicating with families and participating in a professional community.
The Framework for Teaching encompasses all of these aspects and more within the teacher evaluation process.
Administrators should enter a teacher's classroom with the idea that the teacher is a terrific teacher. Preconceived optimistic feelings are essential
because the administrator wants to build on the positive aspects of their teaching ability. Nonetheless, it is also important to keep in mind that
every teacher can improve in some area. The administrator's goal for observations should be to build a relationship with each member of the
faculty so that offers of advice and ideas on how to improve in areas where refinement is needed can be given in a way that is comfortable for both
parties. I chose to observe someone that teaches in close proximity to me, both personally and physically. This teacher, who will in this report called
Ms. Merry, has been teaching for over 20 years and has looped this year with her class from the first grade into the second grade. When I first
requested to complete the observation cycle with her, Ms.

Teacher Observation Paper
In the past couple of days I have went to 3 different school to observe and interview teachers about their assessment tools. I interviewed both preschool
and kindergarten teachers. The schools I had visited were Crocus Academy, Gutermuth Elementary, and Auburndale Elementary.
The first school that I went to was Crocus Academy. At Crocus Academy I interviewed Ms. Amber. Ms. Amber went to Elizabethtown Community
Technical College as well. Amber teaches a preschool class at Crocus. She walks around the room while the children do their activities. When needed
she will stop and help the kids or correct them on their work. Amber is always interacting with the kids to keep their focus throughout the day. Crocus
Academy has their own curriculum that they go by. It is something new every week. Teachers at Crocus Academy all use a preschool checklist for...
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This school is also located in Louisville, Kentucky. I interviewed Mrs. Brittany Dolak. She has been teaching kindergarten for 5 years. She has
ages 5 to 7 in her current class. When circulating the room during class time she keeps mental notes and helps students with work. If a student had
done a problem or activity wrong she works with them to fix I then instead of waiting until they are completely finished and going back to fix it.
Mrs. Dolak uses district assessments such as Brigance and Mapp testing. She also uses the unit assessments for Journeys (writing) and Kindermath.
Mrs. Dolak uses anecdotal notes and checklist to see what the children have mastered and what still needs worked on. With the math she does pre and
post checks that are provided by Kindermath. Each student has their own commutative files for math and then a portfolio for their writing. Since she
also works for a Jefferson County Public School her parent/teacher conferences happen twice a year. Dolak also provides conferences with parents as
needed for the individual child's

Observation Of Education In The Classroom
Date and time: Monday, October 16, 2017, 11:10 am–12:10 pm.
Setting: Fifth grade, room 227 at Sauganash Elementary School, 6040 N. Kilpatrick Avenue Chicago, Illinois 60646.
Subject(s): Fifth/sixth grade social studies, 31 students and 1 teacher (Mrs. Hadfield).
Classroom information: The classroom has two white boards, one on each side of the classroom. There is also a SMART board with a projector
in the front of the classroom. Below the SMART board is a small rug with several pillows on top. The desks are organized so that they appear as
two letter "E's" that are reflecting each other. This is so that the teacher can walk around the room freely to assist her students. One side of the room
has large windows with shades that run across the wall. Below the windows are small bookshelves that have books organized by genre. The teacher
has an L–shaped desk in the front and the back of the classroom, she uses the one in the back to take attendance and the one in the front to teach her
students. Both desks have computers on them. In the back right corner of the room is a table with chairs. Next to the table are cabinets with
bookshelves above them.
Observation length: 60 minutes.
Purpose: How do students construct knowledge, acquire skills, and develop habits of mind?
Students patiently wait outside the classroom in a single file line for the teacher to call them in. When students walk into the classroom, they sit down
quietly and read their independent reading books. Only six

Extrinsic Observation And Motivation In Education As A...
Being an educator is a very challenging job. The slightest things teachers say or do affect the child's working ability, independence, and motivation.
Children look to adults for approval and guidance so teachers need to make sure they are practicing certain techniques and phrases to get children less
dependent on their approval but rather more independent on their education. It's important that current and future educators know what to say to
children so that they are pushing themselves to their highest ability rather than taking the easy way out just to please the teacher and get a sticker. I
think that it's vital that intrinsic rewards are used in the classroom rather than extrinsic. Giving a child a prize or even saying "Good job" is most
certainly the easier way out for teachers to get children to comply with the desired behavior or task they want done. Extrinsic rewards are very short
term. Though they my work nicely in the time being they are not going to get the teachers desired results in the future. The children are going to
become heavily dependent on receiving a prize to do expected behavior such as walking quietly in the halls or listening to their classmates while they
are speaking. One extrinsic reward that can actually undermine a child's sense of pleasure, independence, and interest in school is saying the phrase
"Good job." (Kohn, P.3) When children are constantly receiving those two words for every assignment they complete or every action they do

Preschool Teacher Observation
I chose to look into Wyoming because it's one of the states I've wanted to move to when I become a toddler or preschool teacher. Wyoming also
boarders South Dakota, so I wondered about their similarities and differences.
The first thing I noticed when comparing the two states ratios was the age ranges. South Dakota only has four main categories (Infants, Toddlers,
Preschool and school–aged) while Wyoming broke up their ages more. Since the South Dakota ratio was the same for an infant and a toddler you
could also put them into one category. In Wyoming, all of the age ranges had a different teacher to child ratio (as seen above). From my own
experiences, I can see both being effective. I do like that the infants and toddlers are divided up more as there is such a difference between a six month
old and a thirteen month old.
Next, I noticed that Wyoming had a max amount of children in their ratio requirements. I feel this would be beneficial for South Dakota. It is important
for ... Show more content on Helpwriting.net ...
It was harder to come across than I expected it to be. There was a lots of information on teaching requirements within a school, but not as much on the
child care side of things. Through my research I really could only find age requirements for teachers in a child care center. For South Dakota the age
requirement was 18 where as in Wyoming the age requirement was 19. Though not the same, the age requirement is very similar compared to the ratios.
Some questions that I have after looking into licensing requirements for each state are:
1.Has South Dakota considered having a "max" children in their ratios?
2.What are some of the teaching requirements for teaching an a child care center, other than just age?
3.Will South Dakota ever change their in–home registration requirements? Will they become licensed or make everyone

High School Teacher: Observation Of Angelo Names
1.High School Teacher (Video 8, Jayne): In this video, the teacher's goal is to teach the students about Angelo names. She believes that knowing these
names can make reading and comprehension easier for them if in case any Angelo name was used in the text. She assigns an activity within which the
students practice the Angelo names. And then, the teacher helps them to read and focus on the Angelo names. One of the students read the sentence
and thinks that Jill is a male name. Here, the teacher corrects her and states that knowing Jill is name of female or male make a big difference in
comprehension. Every culture or nation has different types of specific nouns used for females and males. The teacher knows that this cultural
difference can

History Of Teacher Observation And Evaluation
History of Teacher Observation and Evaluation
Initially, education was not recognized as a professional discipline or field of study. Teachers were considered community servants instead of
professional educators. Local government officials and members of the clergy were responsible for hiring teachers and making judgments about their
teaching abilities. It was believed that clergymen were the best choices for this role due to their extensive levels of education and their alleged ability to
guide religious instruction in schools (Tracy, 1995). "Individual supervisors or supervisory committees were responsible for overseeing the quality of
instruction. These supervisors had nearly unlimited power to establish criteria for effective instruction and to hire and fire teachers" (Burke & Krey,
2005). Since there was no consensus on the importance or qualifications of educational expertise, the type and quality of feedback that teachers
received varied significantly.
In the early1800s, more complex school systems began to emerge once the industrial movement emerged. As the schools and districts grew, this created
a demand for teachers who had expertise in specific disciplines. Not long thereafter, it became apparent that clergy members did not have the proper
training for the role, nor did they have the necessary knowledge to make informed judgments about teacher effectiveness. "Rather than simply
understanding the mores of the community, the supervisor now needed to have subject

Classroom Observation Report Essay
Classroom Observation On two different days, several observations took place in two different types of environment. I observed a teacher and her
students of a second grade elementary school and a teacher and her students aged 18 months to two years old in a daycare environment. I observed the
environment and interaction of the teacher and his or her students. Although both are learning environments, they have some similarities and some
differences. The first observation of each classroom environment was the demographics. In the second grade class [Add comma (Use a comma to set
off most ... Show more content on Helpwriting.net ...
Each morning after the pledge of the allegiance and the state allegiance, the teacher and students would recite the rules together. In the daycare, the
rules were given to the parents of each child in the parent handbook. The daycare providers remember the rules and enforce them while watching
over the students. They make sure that the children are safe by adhering to the rules that are set in place by the facility. The teacher interaction with
the children also showed some similarities and differences. Bothe teachers interacted with the children throughout the day. The daycare teacher was
more hands on and directly involved. The teacher would pick up the children when they cried or if they saw a child about to do something
inappropriate. The teacher also sang and danced as the children were watching a children's interactive learning video. The interaction was more
playful. The second grade teacher interaction with her students was fun but stern. She would walk around the room and observe during lesson time as
well as interact with the children by answering questions as well as asking questions. Throughout each observation respect and cultural awareness
could be seen. In the daycare, there were two children playing on the slide. Instead of fighting over who would slide first, they took turns. In the
second grade class respect was shown when the students raised their hands and waited to be called on

The R Assessment Is An Early Childhood Environment Rating...
The ECERS–R assessment is an early childhood environment rating scale that assesses group programs serving children ages two through five. The
assessment incorporates seven categories that focus on the various interactions that take place within a classroom setting. They include interactions
with environment, teachers, parents, and other children. The ECERS–R emphasizes the inclusion of children with disabilities and cultural diversity.
For this assessment, the chosen facility is the Cornerstone Center for Early Learning. This facility serves children six weeks to five years old, but in
this assessment, the designated classroom only included children ages three to five. The funding for this facility includes a mixture of parent
contribution and three government programs that include USDA, Head Start, and State Tuition Assistance. Cornerstone is a private facility due to its
tuition costs and parent contribution. The teaching philosophy of this facility is to enhance the potential of each child through a higher level of care.
After completing the assessment, a predetermined formula calculated a final score for each subunit. The category on Space and Furnishings received
a final score of 6.13, due to the facilities well organized and usable spaces. This category received high marks on most of the subunits. One strength
within this section includes the warm and inviting classroom, along with its designated spaces. The classroom included areas for reading, blocks, art,

Personal Observation Essay : Becoming A Teacher
Becoming a Teacher I'm Amanda Beauchamp from New London, Iowa. I've been married to my husband Nate Beauchamp since September 1,
2007. We have four children together; our oldest boy is 10 years old. Then we have two girls, Nayla, who is 7 and Raeleigh who is 6. Our youngest
boy is Aven, and he is 4. My oldest three children attend HarlanSchool in Mount Pleasant. My youngest is attending his first year of preschool at
Little Bees in Mount Pleasant. I currently work in the Mount Pleasant Community School District as a one on one Para educator. This is my
second year at Mount Pleasant High School. I work in the level 2 resource room and the student I follow has a behavior disorder. As a Para
educator I've had the opportunity to observe many different classrooms. Every teacher has had their own teaching style that works for them. Some
of the teachers have an old style approach. Where they lecture and then give out the assignments expect the students to complete it on their own.
The English class I observed was very similar to this. She would have the students read a short story on their own then they were required to fill out
a study guide. To me it seemed like there was not a lot of teacher involvement during the class. The students were learning a lot on their own. The
History classes I observed had a lot more teacher involvement in them. They would have a lecture in the beginning of the class followed by some
video with notes or an in class activity.

Pre-K3 Teacher Observation
I interviewed Dr. Johnson who is an administrator at AW Brown Fellowship Charter School. We discussed a conflict she encountered with the pre
–K 3
teacher and her teacher assistant (TA). The pre–K 3 teacher was a returning teacher. She had done an outstanding job with the 3 year olds the previous
year. Everyone was impressed on how well she had done being a first year teaching. The TA was a new hire, her first year teaching. The pre
–K3 teacher
and her TA did not see eye to eye. As a result the instruction was not quality instruction, transition with the students was a disaster and classroom
management was not good "it was like a zoo" said Dr. Johnson. Dr. Johnson, after observing the class a few times, met with the pre–K3 teacher and
inquired what the problem was. The pre–K3 teacher told her she was not getting the support she needed from her TA. Dr.... Show more content on
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Johnson then gave her two weeks to implement what she had learned. To her surprise still no improvement. She then had a meeting with the TA about
the situation. The TA blamed the pre k3 teacher. She said that the teacher isn't doing what she is supposed to do. Dr. Johnson notices that there was no
communication between the two teachers. As a result the students were not learning and behavior issues increased. She then had the teacher shadow
another pre–K3 class for three days and take notes. She was hoping that they would both find their role and work together. She then gave her two
weeks to implement what she observed. At the end of two weeks still no success. The student's behavior was not improving and the teachers were not
speaking to each other. Finally, Dr. Johnson met with them both together to discuss the matter. She put them on a weekly goal setting plan and met
with them every week to check success. She made sure that they were sending home the discipline forms to parents informing them of their child's
behavior. Making sure parents were aware of problems with their child to get their

Explain with Examples How Different Market Research...
M1: Explain, with examples, how different market research methods are appropriate to assist different marketing situations. Looking back at the market
research methods that could be used to collect information, methods such as questionnaires/ survey, observation, focus groups, experimentation,
internet, website monitoring etc. I am going to select 3 primary and 3 secondary methods of research from the ones I have written about. I have
chosen 3 primary researches which are: Focus groups
Surveys
Observation
I have chosen 3 secondary researches which are:
Data records
Internet
EPOS/ RFID
I am working for the NHS and they have asked me to find out how effective the use of leaflets is within the hospital. In order to ... Show more content
on Helpwriting.net ...
I could also use focus groups in the NHS to find out information about ways to improve the efficiency, equity, effectiveness and quality of health care
services they provide. After carrying out the focus group, the NHS is left with a lot of qualitative data which is good as it is full of details and
information on ways to improve the educational leaflets however the data has to be compared and recorded based on the views and opinions of
people that represent their target population which is not easy to do. In order to make comparisons, the NHS needs large samples of information
because they want good qualitative answers to make comparisons and also to evaluate the service they provide, however a focus group is likely to
present a small sample of information for the NHS but if the focus group is representative it will generate good accurate results. However the NHS
may need a large sample so using a focus group may not be suitable. As head of human resources, I have been asked by Paul slater to find out new
ways teachers can use to teach students. I have chosen to observe other teachers to see the ways they teach so that it can be incorporated to the ways
other teachers teach. Observing teachers in the Manchester College allows me to see how different teachers teach and the resources they use that may
help others. Observing teachers is good for collecting new ways for teachers to teach as I am in the classroom and physically involved so that I

Methods Of Observation As Directed By The Teacher
When observing pupils, you need to use appropriate methods of observation as directed by the teacher. Observations can take place during lessons or
in the playground. Observations and assessments should cover all relevant aspects of pupilГўв‚¬TMs development including physical skills, language
and communication skills. Your observation and assessments must always be in line with the school policy for record keeping, as well as observing a
childГўв‚¬TMs development you also need to help the teacher assess the childГўв‚¬TMs development based on your findings and other reliable
information. You must be able to make formative and summative assessments and record your assessments as appropriate to the policies and
procedures of your school. Formative assessments are initial and on–going assessments. Formative assessments identify future targets for the individual
and groups as appropriate to the ages, developmental needs an abilities of the pupils. Summative assessments are assessments that summarise findings
for example sats, teacherГўв‚¬TMs assessments, annual school reports and reviews of pupils with special educational needs. Question: Question 6
Answer: There are a number of reasons why some children do not follow the expected pattern. Emotional development can be defined as the
development of personality and temperament. If a child is not settled and has no good attachments, they are more likely to have low confidence and
low self–esteem. Physical development might be effected by

Child Development : Play And Play
Child Development
Children come into the classroom with different experiences and personalities so they exhibit a variety of ways to engage in play. Some children
engage in observational play and learning while others engage in social play. Children engage in different types of play that are inter–connected. I was
aware of child–initiated play, parallel play and cooperative play but I did not consider observing as part of play. As a teacher, it is important for me to
conduct observations to help me understand what stage a child is in during play, so I can help them bridge the child's play to the next stage, if necessary.
According to my Observations
Taylor is in the observational play stage which can lead to other play styles such as solitary, onlooker, parallel, associative play and cooperative play
according to Parten's Stages of Play
Robinson, Anderson, Porter, Hart, & Wouden–Miller, 2003.pp. 3–21.). These play styles also help a child's social development. I will need to continue
to complete observations on Taylor to determine what stage of play is engages in and how that stage is affecting her social development. Through
observations I came to the conclusion that Taylor is slow to warm up to new people and unfamiliar environments. She is an observer during play and
also watches people to get to know them before forming attachments. I was aware of the importance of trust to form attachments leading to social
development but did not understand how observational learning

SOM Teacher Observation
After completing the SOLOM teacher observation assignment I received great information about where my student stands and what areas he has
room for improvements so that I can better his learning. My student has great comprehension skills. This is definitely his strongest skill out of the
other four. He understood all directions given to him. He did have trouble understanding one word on his quiz so he asked his teachers for help.
Under comprehension, I would give him a 4. He was able to understand what the teacher was saying and had no trouble on neither his quiz or test. If
he was able to comprehend his quiz fully I would have given him a 5.
One area where my student struggle was fluency. During the class, he asked a question and he had trouble making a complete sentence. I gave my
student a ... Show more content on Helpwriting.net ...
He only missed 4 out of 10 questions on his vocabulary test. I would rate his vocabulary skills at a 3. The only reason why I gave my student a 3 and
not a 4 is because he still struggled to understand some of the vocabularies that was on the quiz and struggled using the right words in his conversations.
His pronunciation is definitely one of the biggest areas for improvements. I would rate my student at a 2 under pronunciation because at times it is
very hard to understand him. There are certain sounds that he picks up right away and knows how to use it in a sentence. He is still able to say what
is on his mind and you are still able to understand what he is saying; it is just difficult at times to understand him.
Grammar is another area where my student did well at. After looking over his journal writing for the day there were very few little mistakes. The
teacher said that she is amazed at how well he can write for how long he has been in school in the US. I would rate his grammar score at 4. There were
still some errors in his writing but overall did really

Characteristics Of Culturally Relevant Teaching By...
Teachers must be aware and can identify the different levels of knowledge which goes hand to hand with Bloom's taxonomy. According, to "Center for
Teaching" this concept includes a maximum of six different levels such as understanding, remember, or evaluate. However, knowledge is the basis of
these six cognitive processes allowing a teacher to categorize where the student exist and what it takes to improve their knowledge. In chapter 3–5 the
author relates to the knowledge of the teacher by outlining the characteristics of culturally relevant teaching by providing classroom demonstrations
and teacher observations. Cultural relevant is "responsive teaching is a pedagogy grounded in teachers ' displaying cultural competence (Jabbar, Abdul
2013)." This allows students to connect their prior knowledge to what is presented in the classroom. In relations to the teacher it serves as a guide to
help teachers connect with their students by knowing and incorporating the student's culture into instructional activities. This type of teacher views
knowledge as something that is continuously re–created, recycles and shared. Various teachers were interviewed on how knowledge is valued in the
classroom. They viewed education and knowledge as vehicles for "emancipation." These teachers consistently found ways to bring African American
customs and other viewpoints into class discussions. The first scenario speaks on a teacher named Ms. Hilliard used learning tools that students enjoyed

Teacher Observation Essay
Consequently, high attrition rates characterize the first 3 years of teaching, underscoring a need to provide better support for beginning teachers."
Every new teacher becomes part of the school community. The special education teachers must work across the boundaries of general and special
education and communicate effectively with general education teachers, related services personnel, administrators, and parents. They should know how
to coordinate their work with other professionals to accomplish important goals. I think that learning to interact in a positive and productive manner
with colleagues is a critically important part of the new teacher's work. As I observed at school, the tension can arise if the paraprofessional keeps
disagreeing with the teacher's decision. It can easily happen if the teacher is new. I strongly believe that it is a responsibility of every new teacher to
take time to build relationships with others from the moment she/he begins interacting with them. Strong partnerships with other teachers should lead
to productive interaction with other professionals in the school and better teaching. Building strong relationships are important for helping students
meet their goals. According to Billingsley, Brownell, Israel & Kamman (2013, p. 27), "Teachers who establish positive relationships will be less
stressed and more satisfied with their work, and those who experience chronic interpersonal problems have greater stress, withdraw, and will likely be

Observation Of The Middle School Social Studies Teacher

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