Angela Hutchinson EDUC 101-21K Introduction to Teaching Karla Henderson Classroom Observation #1 1.

. The kindergarten classroom environment was an adequate size. The children store their personal belongings outside the classroom in a locker area, and their school supplies are kept in a pouch that hangs on their chairs. The reading area is carpeted and contains a rocking chair and dry erase board where the students help the teacher write a daily letter. The calendar, counting the days of school straws, and pattern sequence cards are displayed on a bulletin board and are all located in the same area. The classroom has six tables with four chairs at each table where the students sit. There are two desks one for the teacher and one for the teachers aide and the classroom materials are stored in storage cabinets that are on wheels. The students were comfortable and set into a routine in this classroom. The first grade was set up in a similar manner, except the students had desks, instead of tables, that are situated in groups of four. Students class material is stored in their desks and the classroom materials are located in cabinets. The space in this room was more spread out; the children have more room to explore verses the closeness of the kindergarten room. A reading area is set up with books and a tape recorder for listening to the stories, along with reading. This classroom also has a computer that the children are allowed to use at certain times of the day. Students in this classroom were easily distracted and the structure was not routine, the students were all over the place. In the special Pre-K classroom, the students had more individual freedom. This classroom has special toys, sand and water tables, a large swing, and two U shape tables for the students to sit at

during activities. These students have cubbies outside of the classroom where their personal belongs are stored, while all classroom materials are in cabinets. During in-class music time, the students sat in plastic bucket chairs and were allowed to choose their own color. Other classroom items include: exercise balls, tricycles, and nap cots. This classroom is structured for students with disabilities, whether it is physical or learning. Students were at ease and the day ran smooth, even with multiple transitions. 2. Kindergarten students have three stations that they move to during their learning time. First, there is the main group where the majority of the students are learning together. Second, the teacher aid goes over the previous nights homework individually with each student. Finally, each student has a turn on the classroom computer that teaches them about different letters of the alphabet. The teacher allowed the students to choose from several different activities what the main group would move to next. Students are kept active during class time, when there is a disruption the teacher stops, addresses the issue, apologizes to the class, then resumes the lesson. Each student is sent home with a homework bag that contains a storybook, word rings, and vocabulary words that they work on with their parents. This classroom is well organized and structured to fit the students needs. On the other hand, the first grade class lacked adequate instruction when it came to doing their work. The students were confused and had to ask numerous questions on how to do the assigned work. Assignments included a math test, past and present tense for English, and compare and contrast of two stories. Students were not given any choices on what was being presented during class. The teacher tried gaining control by yelling at the children; she would gain it for a few minutes and then lose it again. Students were not able to maintain concentration in this classroom setting.

Special Pre-K was a very interesting observation in the line of organization. With the many different personalities of these young children, the instructions were smooth and given to the children on their level of learning. These students were able to help in choosing the next activities and were even asked what they would like to do. Most of the students worked in two individual groups, yet they had the opportunity to work alone most of the time. The students were encouraged to help one another and they enjoyed helping the teachers. Most of the assignments in this class were hands on activities they made volcanoes, sang songs, played in the water, and exercised on the big swing. For the activities, these students were involved in it held their attention. The students were verbally praised for each of their accomplishments. 3. In the kindergarten setting, the rules are displayed on the chalkboard; if the student misbehaves they have to move a fish down a level. Also displayed is a level of voice control; during different activities the students have a level that is assigned to a specific assignment. During a continued display of appropriate behavior, the class has the opportunity to receive a special treat. Transitions were smooth in this classroom; all the children seem to know the routine which made transitions easy to manage. Before the students leave for lunch, the children line up for a bathroom break, then those who packed their lunch get their lunch boxes, and finally they line up in a single file line to go to the lunchroom. The first graders are allowed to sit on the floor during different assignments. Rules are not displayed anywhere in the room, but are enforced by the teacher reminding them periodically during class time. If a rule is broken the students lose part, if not all, of their recess time and skittles are giving to those who show good behavior. This class was chaotic during transition times; the students did not seem like they really understood what the teacher was asking most of time. The lunch time procedure was similar to that of the kindergarten class.

The preschoolers were really not limited to boundaries in the classroom; they were free to choose what they wanted to explore. Although, most students chose to remain close to the teacher while she demonstrated different activities. These students have numerous activities outside of the classroom, which include music, art, lunch, and computer lab. Before the students leave the classroom, they are asked to line up and each one is to take hold of a rope. They have a line leader and a caboose, each student transitioned nicely during these special activities away from the classroom. 4. Lunch count in the kindergarten class is done by the students; they have two fish bowls on a board and the students move their fish to either lunch from home or to school lunch, then the teacher records it on paper. Valentine bags were displayed on the wall with each students name on them and during arrival time they are allowed to place their valentines in the bags. When the students arrive they move their lunch fish, place their homework in a tub, and deliver any mail they have to the mailbox provided. The teacher placed coloring pages on each table for them to work on while everyone was arriving. Classroom chores were split up between all of the students, each one was giving a change to perform a task. The first grade class has file trays where they place their homework during arrival time. There were no signs of any seasonal or holiday decorations in this classroom. A chore system in this classroom was not displayed, and during the observation no student was asked to do anything for the teacher. A math test was giving during my visit; the students remained in their seat for this test. The teacher briefly reviewed the test, but when she handed them out to the students they seemed clueless to what they had to do. The students did not listen and were very disruptive during the test; they had a hard time following the directions they were given. Eventually, the teacher had to go around to each student and individually give them instruction. The normal

teacher for this class was on maternity leave and a new teacher is in the classroom for a few more weeks. This was part of the reason these students were having a rough time adjusting to the teaching style. The preschool students are not assigned homework. This classroom is more of hands on based, where instruction is shown by the teacher doing the activity first. These students are not really tested but more observed by the teacher on how well they preform tasks, work with other students, and follow directions. This classroom displayed a Valentines Day calendar and each student has their birthday displayed on monthly cakes. These students also have chores which include line leader, caboose, and teacher helper. Daily attendance in each classroom is the same manner; they record the information on paper and on the computer to a program called Skyward. In each classroom, a fire evacuation plan is posted on the wall near the exit door that explains where they exit the building and the meeting points outside the building. Recess was done in the gymnasium after lunch, due to the cold weather. They ran, played tag, and sometimes the teachers would get involved and hold relay races, do the hokey pokey, and other activities. This was a great experience to observe different levels of learning and teaching styles.