Classroom Observation Essay

Classroom Observation
It was early in the morning and Mrs. Gault turned the light off in the main classroom and said we
just needed to calm down for a while. About 10–15 minutes later she told me I could take some of
the students in the kitchen/classroom and work with them. I ask Jacob, Nick, and Levi to go
with me. We worked on our sheets All About Me. I talked with Levi about not breaking the
crayons and putting them in his mouth like he did yesterday. I gave each student one crayon to
color with. Levi was finished coloring and he broke the crayon and laugh at me. I ask him to get
up and to come over to main classroom and sit at the desk and think about the choice he just made
for a little. I went back into the other room and could hear Levi asking to go to
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For the third lesson in this unit the students were to be Scientists and observe the sun's different
locations in the sky. The students were to observe the different positions of the sun during the
morning, noon, and afternoon. The students had to go outside and stand in front of the school to
see where the sun was in regards to the school. When the students faced the front of the school, the
sun was on the East side of the school so it was a great experiment for the students to see that the
sun was in the East in the morning and it's position continued to change as it moved towards the
West. Once the students observed the location of the sun, they were to go back inside and sketch
where the sun was in the sky. This is where I wanted the

In this lesson, my students used all of their knowledge obtained from the previous lesson to
investigate and explore in the science lab. The content of this lab is asking students to compare and
contrast basic properties of matter. The objective for this lesson is for them to measure the length
(Type of matter), weigh different objects, and measure the volume of different objects using types
of matter. These objective coincide with my unit objective 2: Given multiple choice questions
students will compare and/ or contrast the physical properties of solids, liquids, and/ or gases. To
make certain that my students will meet the objectives given I created three mirrored centers with
twelve minute intervals. The class was also divided into six...show more content...
Ed. Teacher circulated the room to ensure that the students where on task. At station one students
were measuring the length of different (solid) objects using the unit centimeters and inches. Students
were also asked to estimate the length in both units of measurement before finding the actual
measurement to compare their results. Then at station 2, students were asked to measure the mass or
weight of different objects and compare the objects weight. Moving on to station three, students
were asked to investigate and weigh the mass of different objects using a liquid. Comparing the
increase or decrease in the water level in milliliters. Once all three stations had been completed by
the students we regrouped for discussion. After, I collected theirscience packets were they
completed their work and graded them to check for understanding. I found that 80% of my students
were able to compare and contrast basic properties of matter from their responses and results in their
packets. This also gave me an opportunity to reevaluate my teaching method and enhance it to help
my remaining 20% gain the knowledge needed before moving on to the next

Properly conducted classroom observation is a powerful tool in the continuing professional
development of teachers. The revised performance management arrangement for teachers, which
came into force on 1 September, 2007, clearly set the expectation that classroom observations are to
be developmental in nature and multi–purpose in usage. The Education ( School Teacher
Performance Management) Regulations 2006 state that the total period of classroom observation
allowed per performance management cycle should not exceed three hours and, in many cases, will
be less, depending on individual circumstances. The performance management regulations require
that classroom observation, and the performance management cycle, should...show more content...
Classroom Research and Second Language Development:– The success of a course of language
studies in a classroomis judged in terms of the product, that is, the learners' terminal proficiency. To
do this a number of tests and examinations are available which measure that proficiency. However,
the examinations themselves can never inform us of the role that classroom work played in the
scores obtained. In the classroom interaction occurs interactionn between teachers, learners and
materials. This is the essential element of the classroom. An important step in the classroom is the
image that the observer presents. Sometimes, no doubt, observers are perceived, as Rosen vividly
puts it, as ' sinister figures in the wings, faintly contemptuous, armed with the paraphernalia of
expertise and tapping ominously their research findings.' Such an image would be totally
incompatible with ethnographic research which crucially depends on a relationship of trust. If the
classroom ethnographer is regarded as an evaluator or inspector, the entire enterprise becomes
impossible. This is of central importance to Classroom Research. Neutrality in Classroom Research
means studying the interaction as it occurs in the context, from the perspective of those that are
being studied. This can be done through participant observation or non–participant

Essay on Classroom Observation Report
I use to believe that being a teacher was going to be eight hours of teaching and being with
children. Being a teacher seemed to be the easiest career choice out there for me. After viewing the
students of all ages and levels, I have changed my opinion of teaching. There is an unknown side to
the world that can only be seen when inside a classroom. Watching the students have made me
realize that being a teacher will carry some difficulties. Observing has made me realize that there is
more to teaching, the classroom, and what goes on inside.
Over the five...show more content...
The teachers made the room feel welcoming to the students. The teacher placed pillows, plants, and
posters around the room to make the room more inviting. The students seem to love the room and
teacher. In the intermediate school, the classrooms had only a minor difference from the
elementary. The teacher had her classroom set up in groups and also had the safe feeling to it.
The only difference was that both teachers I observed had different college information placed in
their rooms. Both teachers had college posters and memorabilia around the room. I felt that the
teachers were sending a positive message about furthering her student's information. In the middle
school however, students sat two to a table. The room felt bland without having any posters or
decorations of any kind. The room did not have the warm inviting feeling to it as did the elementary
and intermediate schools. In high school, the room had the same uninviting feeling to it. The
students in the classroom sat at a desk all to themselves. They were placed in rows making it hard
for any talking to occur. The room had no posters and no decorations of any sort. As the ages of the
students grew, I noticed the rooms changed with them. While in elementary school, teachers made
their rooms inviting. Teachers wanted to get their students to feel welcome. However in high school,
students did not have the same

I had the pleasure of observing a classroom containing kindergarteners through second graders. In
these classes I observed two students. One male one female. They had a variety of different traits
and displayed skills to provide information of their development. Each of these children was at
different stage of their development. I also visited a special needs classroom. They had a variety of
traits that showed their development as well. They differ from the other students I observed.
Average school aged children gain the ability to cut straight lines and cut out shapes with scissors.
They usually have a noticeable preference for the right or left hand. They are able to participate
more in self care by brushing their own teeth and, for the...show more content...
She couldn't cut straight or even stay in the lines of her picture. She had a hard time creating the
project. She was however very good at memorizing everything she needed to for her project.
Socially she was actively talking to other students and would even try to help them memorize the
material. She was very polite and friendly.
These observations were just a few of the many students in the classroom. Each of them had
displayed a variety of traits but I choose these four to provide examples of development in early
children in the school setting. Many excelled socially, but others had trouble. Many were showing
great physical development, but many didn't. All children develop at different speeds. But these
are just a few examples I observed. I hope to continue my observations in my own time and one
day teach these children so I can watch them grow and develop. I love children and observing them
is a great

Art Classroom Observation
On today I observed Mrs. Dillon's 6th period art class. The room was filled with students' artwork,
both from the past semesters and the current semester. Among the artwork were mosaics, murals,
cement masks, and art guides – color wheel. It was a combination of 9th, 10th, and 11th graders,
both male and female. There were 23 students present and they sat in groups around tables
consisting of two boys and two girls and one table filled with all boys. The teacher was absent on
today, but the students behaved just as if she were there. When they entered the classroom, the
grabbed their journals and headed to their assigned seats. Usually there would be a journal displayed
on the board, but since the teacher was absent, today there wasn't. Their

Prior to my observation, I was eager to have an opportunity to observe a class for an entire school
day. While I certainly have a background working in school settings, I have never been able to
focus on understanding and evaluating the different aspects of the school day. For my observation, I
was placed in an inclusive fourth grade class. Two co–teachers ran the class of eighteen students.
One of the most notable areas of the classroom was the carpet. Throughout the day the students
would gather on the rug for lessons that required the teachers to either read to the class or
demonstrate a procedure, such as division during math. I found that the children were most
enthusiastic about the lesson when assembled. When the students were not gathered on the
carpet, they were seated at their desks. The desks were arranged in groups of five with the
students facing each other. I found this setup interesting as grouping tables usually encourages
student discussion, however, in my observation the students were never encouraged to share their
ideas with their table but rather raise their hand and answer questions asked by the teachers. I
plan to set up my desks in groups similar to how the teachers I observed have; however, I hope that
I remember to use the layout of my classroom as a tool for my lesson plans. When I first entered
the classroom before the children arrived, one of the teachers told me that her inclusive class was
very low. At first I presumed she meant

Classroom Observation Essay

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