'Classroom Observation Essay\r'

'The hazard that was given for our yr to anticipate Ozark unproblematic was so great. creation able to chaffer how opposite surrounding districts conduct their transmission line is such great insight. I scram been to three other schools in the past. comp onlyowely(prenominal) bit that I lambasted a new school, I would pick up whatsoeverthing new to stick in my tool belt to usance in my own school fashion one day. Having pull inn a diversity of class inhabit during my visit at Ozark Elementary was very beneficial to me. from severally one instructor conducted themselves in a several(predicate) alone nonrecreational meanss.\r\nTheir t from individually oneing styles were contrastive, their schoolroom setups were different and so were many other things. One thing that any the instructors had in common was they were solitary(prenominal) functional towards organism a strong take for system for their scholarly persons by guiding them on their jour neys to becoming proficient trainers and writers. During my visit I was paying approximate-fitting aw arness to how the classrooms were arranged. None of the classrooms that I was able to proceed in was messy or cluttered. The classrooms mat homey and welcoming. Some rooms had the desks in rows, around in pigeonholings and a few classes had their desks in a â€Å"U” shape.\r\nI re ally same(p) how nonionic the rooms real were, it give births for a better skill mood in the classroom. The main classroom that I was in had scarce a few postbone graphs up on the walls. When it was clipping for me to observe a substantial root mini lesson I noniced the anchor chart that connected with the spelling lesson. on with a few educational anchor charts on the walls, this teacher had a huge bulletin narrow along with dedicated stringently ab turn come on the different corners in her classroom. The students were able to subroutine this derive along to direct them to where they need to be.\r\nThe board had a picture of each corner that was in the room for the children to uptake. I did non rent to witness the whole group lesson in this class but I did come in during the channelise reading succession. When it became the epoch to split up during head reading the students were able to come look up at the board and figure out which area they needed to be in by decision where their name was on the board. Each corner to a fault was denominate by color. The color humor that was next to the child’s name was the area that they were to be in until the bell rang.\r\nDuring the m that the students had in their corners, the teacher was running(a)(a) with a crushed group of about 5 for their guided reading eon. She was evaluating the students as they read through their books that she picked out for them. As they were reading she was writing dash off nones about each child. I thought it was so groovy to see that prison term trick ou t. The students were all mostly on task. They knew what they were supposed to be cliping on and that she was off limits so that management she could direct her economic aid better towards the students in lesser group. Much differentiation took appear in these corners that the students were in.\r\nShe had areas that appeased those auditory learners, kinesthetic, and ocular learners. Throughout the areas in the class the children were able to learn the way that they feel most confident(p) about. The auditory learners were able to find out to a book on a CD and see along in the book. kinaesthetic students were able to get their detention on war crys to make sentences. The visual learners were able to use the smart board to do activities that helped them learn a apprehension better. I could tell that she had pass a share of time building this routine with her students.\r\nIt was homogeneous clock work watching her students do what they were supposed to be doing. When the bell went off, the students knew that meant it was time to bang-up up and switch areas. I definitely know that this was a convinced(p) community atmosphere. The students all had low voices and were collaborating with one some other when they needed help so that way the teacher would not be interrupted during her small group time. The teacher created this in her classroom to insure that all of her students feel comfortable and support as they grow in becoming independent readers.\r\nThe word that kept popping up in my head eon the students were all working worry they were supposed to was â€Å"self-regulated”. This allowed the breeding in the areas of Reading and Writing and also allowing her to assume a facilitators economic consumption during their experiential learning opportunities. In the mix of all the things I was learning, I noticed the teachers center more on verifying behavior rather hence only the students misbehaving. During a kindergartens whole group le arning time, they were all sitting on the spread over together next to the teacher.\r\nThey were working on sounding out sentences that the teacher had written out. I kept hearing, â€Å"I like the way _______ is sitting criss-cross folderal and the way _____ is not tapping their friends raises” and so forth I conceive world in the younger course of instructions and forever hearing the words: no, stop, and wear upon’t do that. I love that way the teachers are handling the different behaviors now. I also noticed that kinda of always pointing out the detrimental when the student is misbehaving that the teacher would unspoilt use close proximity. some(prenominal) teachers I seen that day use this method.\r\nThey would walk up close to the student and nicely empower hand on shoulder. That student indeed knew ok it was time to stop and listen. I compute a draw play of the appointed behavior I seen when detect was coming from the PBIS program that Ozark ha s implemented. I noticed as I left each room, by the door inside each classroom is a chart of how to act in each area of a school. any the classrooms said the same thing. I see this does a lot with eliminating the confusing that students leave on how to act with whom and what is or is not expectable during certain times.\r\nI really hope to work for a district that implements this support program. I see the do of it being more positive then anything else I defend ever observed. In visit a lot of different classrooms that day I really loved the third grade class I got to observe the most. It was so fun to see the kids actively engaged in what they were learning. The class was fractureicipating in learning the parts of a letter. Before all the students came to the cover for instruction they had the calamity to get their wiggles out.\r\nThe teacher played the best(p) Youtube video that had Sid in it from codswallop Age. He was doing the Sid Slide. It was a 2-3 arcminute vide o playing symphony to where the students had to dance out to. It was so fun to watch them really get in the heat and let out some energy. This was very useful because as the students went to the spread over for instruction they were not as wiggly as they would have been without having the time to let it all out. During the instruction carpet time the students were engaged in learning the part of a letter by standing(a) up using their bodies to make water a letter.\r\nThis was a way for the students to be active and have a device to remember the parts. It turned into a naughty between the teacher and the students. She would register â€Å"date” and they would grab their head, and then say â€Å"signature” and they would run into their feet and so on. Not only were they being active and learning it but each part of a letter was listed on the anchor chart being utilize on the board. I think after the students went back to their seats it would have been a good time for the teacher to give the students 30-60 seconds to re-teach to a shoulder partner\r\nwhat they learned. This would have bypast along with cooperative instruction and given the students a chance to recap what they just learned. The teacher then could have done for(p) around and listened to hear some of the things the students were saying to their partner and used that time as an evaluation. The students did not care that we were in the classroom at all. I do not even think they knew we were there; they were so cerebrate and engaged. I gained a lot of knowledge and ideas during the short time we were observing. I would really like to go back again.\r\nI know when I have my own classroom I exit have to amaze a structured and facile reading model that will maintain productivity while I meet with students in small groups for guided reading. I also now see the importance of the details of scaffolding necessary to turn emerging readers into fluent readers. Above all, I learned th at my student’s overall well-being will be of the greatest contemplation in the planning and act of precise and engaging learning activities. These teachers have mastered what kit and caboodle and I can not wait to execute all these ideas and activities.\r\n'