ipl-logo

Classroom Observation Paper

883 Words4 Pages

I observed a classroom at a high school and observed a French class taught by Mrs. Mrs. taught freshman through seniors French I, during my observation. I observed through periods 1, 2, 6, and 7. I really got to see the difference of the classroom from the morning to the evening. The way I saw the beginning of the day to the end of the day being different is, the morning was calmer and the evening was more chaotic. Central High School is located in the heart of downtown Louisville, Kentucky. The room I observed was on the 3rd floor of the school. Central High School has a strict set of rules the students are supposed to go by. An example of those rules are: Phones must be shut off and put away in lockers during class time, appropriate clothing …show more content…

The lessons I observed were mostly learning the weather, day of the week, day of the year, and how to introduce themselves. At the beginning of the class, she started off with a video of French music playing. Some days she would use music she personally liked and other days, she would use music the student’s would relate to. Students really liked listening to music they knew but in the French language. For example, Mrs. played a song from the movie Frozen. Students loved that they could learn songs they knew in French. The way the lesson relates to State Standards is that the students are learning fluent French. The teacher knows what the students are learning because she has the students repeat after her. The students know to do this because she says, “Repeat,” in French. She also has the students work with someone beside them to construct a conversation in French. While the students are doing this, she goes around to each group to make sure they know how to say each word correctly. The grading system the school uses is one I am not very familiar with. A 90-100 is an A (Exceeds), 80-89 is a B, (Meets marginally), 75-79 is a C, (Marginally), 70-74 is a D (Meets below), and below 70 is a U …show more content…

There are three white boards throughout the room walls and one smartboard. On one of the boards, at the back of the classroom, to the right, the date is written in French for the students. The room I observed is very large but there are 25+ students in each class. There were nine columns of desks with at most six desks in each row. This makes the room crowded with many desks. I would recommend for the desks to be switched out with tables to have more group interaction and space. The desks were all faced away from the windows and towards the white/smart board. Mrs.’s desk is placed in the back of the classroom so she can see each student at all times. Mrs. has several different posters with French days, month, years, landmarks, etc. throughout the classroom. If the students do not know how to answer a question, they can look at the posters for examples. Also, if the students have questions on how to construct sentences, the posters can help them. What is new to the students in the environment is the new language. It is not easy for students to learn a different language. To some people, it is like math, impossible! They have to learn a new studying technique to help them learn the new

Show More
Related
280 Words | 2 Pages

The fourth finding I found was that even though Pre-K environments have an emphasis on group activities there was often a designated area in the classroom where children could go and be alone and self-reflect. However, these spaces were used differently throughout the three programs. In one program children went to what they called the “cool down chair” when they misbehaved. In this particular program usually a talkative child who may have been disruptive would have to go to the chair and think about what he or she did wrong. The chair was located in a corner where there were crayons and other play items that the child was allowed to use, but mainly it was a sort of punishment.

Read More
1721 Words | 7 Pages

The classroom has letters, words, print, and numbers all over the room. There will be large and small group learning during the routine of the day. This can be in the transitions to and from the bathroom by have the students help you count all the student to check they are all out of the bathroom. Pre-Academic Adaptations Pre-Math Autumn would benefit from various learning context, teacher provides focused mathematics time that is interesting and meaningful, integrating math learning experiences with curriculum areas throughout the day.

Read More
578 Words | 3 Pages

Most classrooms are analogous in their basic structure. They typically consist of the essential accessories such as chairs, tables, and desks. However moving past the basic structures they become more unique. Their distinguished qualities, often correspond with varying influential factors. These factors include, instructor and subject matter, school setting, and student population.

Read More
1075 Words | 5 Pages

When doing this task I made sure to use real life example for the words, so they could get a better understand of the word. Once they start to recognize the words it was easier for them to spell and comprehend the meaning. I word have to direct the class to pull ou the book and make sure they were reading after they finish their work. Also, I went of many of the kids wam ups and exits tickets. Activity 7

Read More
304 Words | 2 Pages

I have been doing my student observation at Scobee Middle School with Coach David Ellis. He currently teaches 8th grade U.S. History. Coach Ellis has different approach for each child in his different classes. These approach help him keep the class in order and help keep the students on track.

Read More
481 Words | 2 Pages

These one room schools usually held 30 to 40 students of all ages and levels with one teacher. In some of the larger one room schools, the teacher would teach to the higher level and older students, and in turn they would teach to the younger and lower level students. The expectations from all students were same and if a student failed to accomplish a desired standard, they were punished heavily.

Read More
1409 Words | 6 Pages

Case Study: Success in the Social Work In today’s society, people are obsessed with the notion of success and the ways to achieve mastery. Many people believe it is all based on luck and innate talent versus opportunity and practice. In this case study, I analyze how Malcolm Gladwell’s concepts in Outliers applies to being a successful professional member of the social work discourse community. In order to gain insight, I conducted an interview and job shadowing with Mr. John Davis from the University of Sacramento.

Read More
973 Words | 4 Pages

The environment in the classrooms was medium large (design like a small apartment without bathroom); divide into 4 rooms, which it includes wooden and workstation desks along with wheeled chairs; including one small office for staff, and two small workstation desk for teachers. The classroom contains six white Melamine Dry Erase Board. In the backroom,

Read More
693 Words | 3 Pages

1. Room set-up Criterion: “Democratic schools value collaboration and cooperation rather than competition”. (Pugach, 2009, p. 309) Discussion: Mrs. C does not meet this criterion since, although the desks in her classroom are arranged into pairs, some students sit alone. While every other student is sitting down next to a classmate they can interact ant collaborate with, there are three students who sit by themselves in the last rows.

Read More
860 Words | 4 Pages

The first time, the teacher will assist them but then they have to do this alone, the teacher has to stay in the class but he must not intervene. It is a big challenge for every senior to be respected by the children, and they have a real responsibility, each student has to work with his group to prepare the lessons and the activity. Moreover students learn how to speak well in public and how to be a good leader. By the guardian system and the teacher remplacement by the seniors, french school helps every student to be very responsible at the end of the high school which it can help to resolve problems

Read More
354 Words | 2 Pages

In the center of the room was three small tables and chairs, which were spaced enough in the room to allow for small group work areas. The lighting in the classroom was bright (fluorescent lighting), with an additional lamp in the reading center. The noise level of the room seemed to stay at a low level with minimal distractions during the observation. Additionally, the temperature of the room was set at 74 degrees, and appeared to be a comfortable setting for everyone

Read More
1558 Words | 7 Pages

The class consists of main teacher, one co-teacher, and 20 students without any special needs or disabilities (14 girls 6 boys). The difference between the general classroom and the special education classroom that was the students very quiet and didn 't make a lot of noise like in the special education classroom. The classroom was very small for 22 students. I was surprised when I entered the general classroom. all the girls in the front and all the boys were back.

Read More
726 Words | 3 Pages

Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.

Read More
1180 Words | 5 Pages

Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to

Read More
1349 Words | 6 Pages

The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing.

Read More

More about Classroom Observation Paper

Related Topics

Open Document