Observation Of Joshua's Sunday School Classroom

The first setting I will discuss is Joshua’s Sunday school setting. Joshua loved his Sunday school class more than he loved his preschool class. The Sunday school consisted of an African American Sunday school, where there were a few bi-racial children that attended. The teacher was a certified nurse but she had many extensive religious teacher education training and had twenty-five years of experience teaching Sunday school (Mcmillon, 2000, p. 111). The Sunday school classroom is very structured. The teacher focuses on meaning, connections and skills. Students can call out in the classroom and answer the teacher quickly and enthusiastically. When students are not participating, the teacher will call on them to participate.

Ridiculing and demeaning behavior in the classroom is not allowed and there are no disruptions in the classroom (Mcmillon, 2000, p. 112). When it comes to behavior, the teacher speaks to the whole class on the behavior issue and not just the particular student. She focuses on behavior and not the student. Learning in Sunday school is structured and repetitive. The students had Prayer, Scripture, Bible lesson and discussion, Storytelling, Learning activity, and Snack. During class, students are able to help each other out if they need assistance. Students are expected to memorize scripture passages from the Bible, as well as, become the teacher (Mcmillon, 2000, p. 113). Students also have the opportunity to retell stories and participate in scripture reading activities. When students mess up or get the answer wrong, the teacher gives clues and restates the issue more clearly for the students. The teacher has high hopes for her students. Joshua was considered a superstar in Sunday school and did very well (Mcmillon, 2000, p. 113-114). The students in Joshua’s class were trustworthy and respectful to each other. They helped one another, were supportive and they helped create an atmosphere of trust where everyone in the

Joshua’s preschool classroom consisted of a private school with only white students. The structure of the classroom was very semi structured and flexible compared to the Sunday school classroom. The student’s agenda consists of Free play, Circle time, Center time, Story time, Snack time, computer time, and Recess. During free play, Joshua made friends with the boys and girls and they all played together. When it came to circle time, behavior determined a student’s opportunities to participate in class activities and discussions (Mcmillon, 2000, p. 115). Students had to raise their hand and sit quietly in order to get called upon. Joshua’s behavior was considered negative especially his enthusiasm, where he was threatened of being disciplined. Students who misbehaved in the preschool classroom were disciplined. Students in the class take turns talking during the discussions and activities, as well as, following directions. The teacher emphasized that students had social skills not just academic skills in the classroom (Mcmillon, 2000, p. 115). Joshua was very smart but he was never able to display his intelligence in ways that was acceptable to his teacher. He was reprimanded for helping students who needed help and was not allowed to recite or retell stories. Students were excluded from participating in circle time if they did not behave. Students had the