Observation Of Education In The Classroom

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
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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 Harlan School 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.

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 to number 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

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 Helpwriting.net ...
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

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

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

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 same school 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

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.

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

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

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

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 ... Show more content on
Helpwriting.net ...
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

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

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

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

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 pupilâ€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 childâ€TMs development you also need
to help the teacher assess the childâ€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, teacherâ€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

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

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 more content on Helpwriting.net
...
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

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

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 ... Show more content on Helpwriting.net ...
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

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

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

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

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

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 content on Helpwriting.net ...
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

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

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

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

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

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 Helpwriting.net ...
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

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 entered ... Show more content on
Helpwriting.net ...
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

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. You need to explain everything
step–by–step so students fully understand what is expected of them. If students know what you
expect, they

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

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

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

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

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

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

Observation Of Education In The Classroom

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