Running head: ELEMENTARY SETTING OBSERVATION

Elementary Setting Observation Melissa R. Lim California State University, Long Beach

ELEMENTARY SETTING OBSERVATION Elementary Setting Observation

The classroom can be a very daunting place for a child. New concepts are being learned and absorbed in these young minds and its challenging as a teacher to meet the needs of each student. On Tuesday September 24th, 2013 I went to observe this delicate balance. Specifically, to witness a teacher meet the needs of a student who is identified with special education services and as an English Language Learner in a general education setting. I arrived at the elementary school, located in a more affluent area of this urban city, twenty minutes prior to the first bell. I met with teacher, Ms. Beth, in her 1st grade classroom. Her classroom was bright, with stimulus for the eyes everywhere you turned. The main board (east wall) was cluttered with assignments and tools to assist with different subjects. This included a number line from 1-100, the alphabet, a calendar for the current month, a before, after and in between poster and a what number is missing poster. The students desks are clustered in groups of six; two desks are next to each other, while facing the other two directly across with the final duo facing forward toward the other four students and the board. At the west wall, the teachers desk was placed along with closets for the childrens storage. The south wall is filled with windows and a door that is propped wide open and leads out to the street. Ms. Beth points out Adams desk located at the front of the class in the first cluster of desk directly behind the projector in the center of the room. Coincidently, Adams mother walked into the room to hand Ms. Beth his microphone. This microphone is to be used by the teacher and is fed directly into the childs ear. It also has a tower that is a speaker to amplify the voice of the teacher, which is beneficial for all the children. Ms. Beth quickly returns after his mother left and explained that Adam has just recently transitioned into this general education 1st grade class. Previously, he was enrolled in the

ELEMENTARY SETTING OBSERVATION

orthopedically impaired class across the hall for Kindergarten and transitioning into the general education setting over the last three weeks. During this observation I wanted to continuously questioned the approach from the Snow article, From pity to equality, which states that teachers will work diligently to ensure the person has the supports, accommodations, and assistive technology devices she needs for success (2005, pg.2). Looking around the room words for all types of items, found in the classroom, were labeled next to said item. From clock to door and everything in between this assists the students in mastering sight words with realia. Ms. Beth turned on the microphone and said, good morning class and instantly Adam turned to her. She continued with the calendar of the day followed by some practice activities for the 27 students in her class. Approximately, 10 percent of students are second language learners and the next activity provided the opportunity to interact and check for understanding without having to call any specific child out. Each child was given a dry erase board to use as they set up What number is missing poster. Ms. Beth wrote two numbers 10 and 30 and asked the students to write what number was missing. Children wrote on their board and she walked around to see their responses. These hands on materials are very beneficial for practice and she was able to demonstrate with her own white board. I also was able to observe that students around Adam would help him if he did not fully understand the next practice problem. A child next to him told him to refer to his number line in front of him to figure the problem out, point from 10 to 30, and ask what is in between them. Adam pointed to the answer 20 and the child nodded. This interaction was done in English and Adam demonstrated he had no problem in following his peers advise to the correct answer and demonstrating his knowledge. Ms. Beth then came around and spoke to Adam and

ELEMENTARY SETTING OBSERVATION

asked if he understood. He nodded and prompted asked when was recess. Ms. Beth responded not yet. During this brief observation I was able to see the interaction between student and teacher. Ms. Beth is very aware of his needs and although is scanning across the room will make a conscious effort pause at him. There was a plethora of realia across the room and hands-on materials as well as a demonstration of what was being asked in their task. There was a good rapport between other peers and Adam in his second language, English. His assistive technology, his microphone, headset and tower are not only beneficial to him, but to his teacher and peers. His teacher does not have to raise her voice to be heard and the entire classroom is able to listen. Snows statement is being practiced in this classroom.

ELEMENTARY SETTING OBSERVATION References

Snow, K. (2005). From pity to equality: whats your position? Retrieved from https://bbcsulb.desire2learn.com/d2l/lms/content/viewer/main_frame.d2l?ou=21