EDUC 101

Amber Parham
Dr. Karla Henderson
November 17, 2014
SCHOOL OBSERVATION II
For my second student observations, I joined a kindergarten and a second grade
classroom at Ohio County Elementary School, located in Rising Sun, Indiana. First, I observed a
kindergarten class for a total of six hours on November 12th, 2014, concentrating on the
characteristics that contribute to making this school effective. Then, I focused specifically on
evaluating and mapping the room of a second grade class, for a total of four hours, on November
13th, 2014. In the kindergarten classroom, the teacher strives to help students achieve the highest
form of knowledge they possibly can. The four areas in which she was essentially effective in
included: strong leadership, emphasis on basic skills, frequent, systematic evaluation of student
learning, and a strong sense of purpose.
The first characteristic the kindergarten teacher displayed was strong leadership. She had
numerous aides assisting her students throughout the day, giving her the chance to focus with
children one-on-one. Daily activities are nicely labeled on the board with illustrations, keeping
children on task. Students are selected daily to be the teachers helpers, doing things such as
passing out and picking up papers. The teacher also sends notes to parents if students forget their
snacks for after recess, if a childs homework is not being completed, or if a child comes to
school without a coat or other supplies that contribute to them being efficient learners.
The second characteristic emphasized was basic skills. The teacher tied good morals into
everything the students did. Making sure students were kind to one another, fair, and were

efficient in their work. There was also evidence that students progress in reading, writing, and
mathematical computation was readily available. Every day, students were to read specified
accelerated reading books that were in their progressing level. They read to aides, and once
complete, get to move up a star on their AR Chart at the front of the room. Students
occasionally use their form of iPads, called Surface by Microsoft, for accelerated reading tests,
and for mathematical skills and tests. Students were also divided into small groups of three or
four, based on their skill levels, and worked diligently at workstations around the room.
The third characteristic included frequent, systematic evaluation of student learning.
Similarly to the second characteristic, the teacher and her aides monitor the students learning
every day. When specific students are not making adequate progress, the teacher assists them
throughout their work, helping them understand. Students seemed to love their teacher and
enjoyed seeking her guidance to help them learn. The students had fall dcor they had created
decorated all around the room. The room was spacious and greatly organized, including a play
area in the back corner. Some days, students may fall behind, but sometimes they are able to
work ahead of schedule. Their progress is evaluated weekly and the teacher is able to efficiently
balance their learning pace.
The final characteristic demonstrated, included a sense of purpose. The students, teachers,
and staff members of the school seemed to enjoy the school. After interviewing this teacher, I
learned that she was a fifth grade teacher for nine years and was put in this kindergarten class
after the previous teacher retired. At first she was unsure about it, but said she loves kindergarten
equally to fifth grade. It is very evident how passionate this teacher was about her students. Her
efforts to help them progress was displayed throughout the whole day, leaving no child behind.
Her class surprisingly began on time and each segment of the day was performed at its scheduled

time. This teacher was task-oriented, assisting students in staying on task, while enjoying
learning, throughout the entire school day.
All five philosophies of education were demonstrated in the kindergarten classroom I
observed, which included perennialism, progressivism, existentialism, social reconstruction, and
essentialism. Perennialism is necessary in teaching elementary students good morals, such as
playing fairly, sharing, and not cheating in school. The kindergarten class exhibited this form
when students patiently waited their turns while playing learning games, shared their crowns and
pencils, worked together to solve problems during group work, and were kind to one another,
overall. Progressivism was noted because of the cooperative learning activities the students
participated in. Existentialism was apparent when children were given choices of the accelerated
reading books they read to their teacher and teaching aid. Essentialism, though, was the basis for
the classroom by holding a functional curriculum for the students. Essentialism is incorporated
by the teacher including all of the basic subjects in each weeks lesson plan, creating students a
structural and predictive atmosphere. Social reconstructionism occurs when opportunities are
provided for extensive interaction between the teacher and her students, and among the students
themselves. This helps bring the community, and possibly the outside world, into their
classroom. They are occasionally able to take small field trips, such as a walk to the park, or
projects of various sorts, as well as having opportunities to interact with people beyond the
classroom itself.
All three of the psychological orientations were demonstrated in the kindergarten
classroom, as well. These included behaviorism, constructivism, and humanistic psychology.
Behaviorism was reflected upon when students received stickers, snacks, and stars on their
behavior charts for rewards. Constructivism was apparent with the students using cognitive

processes to construct their understandings of the materials they were learning about. The
subjects were presented in a student-centered manner, rather than a teacher-centered curriculum
or instruction. The students were continually involved when making sense out of activities
around them. The teacher believed the students learning was influenced by prior knowledge,
attitudes, experiences, social interactions, and especially by their home lives. Human psychology
took place by the teacher emphasizing personal freedom, choice, awareness, and personal
responsibility. The teacher bringing focus to the students achievements, motivations, feelings,
actions, and needs also identified it. There was trust and respect between the teacher and
students, and students were encouraged to question what they did not understand. The teacher,
students, and classroom were all very organized and structured, but it was very evident that the
students enjoyed their class and were eager to learn.
Since my second grade observation only lasted a half-day, I focused solely on mapping
the classroom. This classroom was surprisingly very compact. There was essentially no extra
space for activities in the room, other than the possibility of sitting on the floors in small groups,
where most groups were within crevices of the furniture and desks. Although this school does not
have a learning center, most teachers have aids assisting them variously throughout the day. The
second grade classroom is conducive to lectures and teacher demonstrations, so long as students
remain seated. This compact room did present one advantage, in that the teacher is able to easily
and efficiently monitor her students behavior.
Some strengths of the second grade classroom setup would be that it contains the right
number of students. I feel twenty-four is a great headcount, without having too few or too many
students at once. The room definitely has weaknesses, though. One being that there is not enough
room for participating in activities outside of student desks. Rearranging the few extra,

unoccupied desks or tables around the room, as well as pushing the occupied desks closer
together could potentially reduce this problem. Organizing and removing cabinets would greatly
help, also help.
At the end of my classroom observations at Ohio County Elementary School, I briefly
interviewed the kindergarten teacher I spent the day with. This is what I learned about her
experience with teaching kindergarteners here:
As stated before, she was placed in kindergarten after teaching fifth grade for nine
years, but loves it very much.
Her favorite part about teaching the curriculum is the variety, interaction, and
hands-on activities she gets to have with the kids.
Her least favorite part is sometimes the lack of aid time the students receive.
She selects the content and skills to teach based on the standards, as well as
individual student performance. She sends a folder home with students daily, with
a section called I Can, showing their grades and progress. It is their
communication folder, which keeps parents informed on their childs
performance, schoolwork, and homework.
She plans yearly, preparing for each quarter. Daily planning can be altered at
times if students fall behind or are able to move ahead. Weekly planning is based
on who is progressing and how far ahead they get.
Language arts and math are the basis of their daily curriculum. Science and social
studies are occasionally incorporated with their Weekly Reader and online games
and videos.
State curriculum is their main focus in which they plan everything around. Some
reading activities may be changed though, since they go by series.
She can make her own decisions as to what she teaches as long as it goes along
with their standards.
Professional organizations do not affect her decisions.
Parents do not participate in curriculum decisions, since the state determines
them.
A committee of teachers in each grade level usually determines selections for
materials.

The very last topic we discussed was what the school does for exceptional students.
Personal assistants are provided for individual students that require help. Aides also frequently
rotate, so students do not become attached to only one. Some students have special programs for
learning on their Surface tablets. An occupational therapist and speech therapist are provided for
certain students. The school also has a small group of students that are classified as gifted and
talented, but what they do depends on school funding. There is no specific type of program
currently, though.