EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: 3 / 31 / 2017 Observation Time: 1 hour

Teacher Observed: Ms. Teague Subject/Grade Level: Kindergarten

School Observed: Harmony School Of Science Observer: Meral Duran

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known, for example, TEKS 111.4. Grade 2.b.)

--Ms. Teague worked on remembering letters and sounds with the whole class.
(b) Knowledge and skills.
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and

printed. Students are expected to:

(A) recognize that spoken words can be represented by print for communication;

(B) identify upper- and lower-case letters;

(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in

text;

(D) recognize the difference between a letter and a printed word;

(E) recognize that sentences are comprised of words separated by spaces and demonstrate the

awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping

and jumping);

(F) hold a book right side up, turn its pages correctly, and know that reading moves from top to

bottom and left to right; and

(G) identify different parts of a book (e.g., front and back covers, title page).

(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological

awareness. Students are expected to:

(A) identify a sentence made up of a group of words;

(B) identify syllables in spoken words;

(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");
(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;

(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or

initial sound (e.g., "baby boy bounces the ball");

(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat);

(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ /a/ /n/ says man);

(H) isolate the initial sound in one-syllable spoken words; and

(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/
/o/ /g/).

2-How did the teacher begin and end the lesson?

The teacher started to the lesson by explaining the day's lesson plan. Due to the class was
kindergarten that I observed, the teacher did not give any homework to the students. It was lunch
time and the student got in line in the classroom and simply went to the cafeteria.

3-What did the teacher use for teaching materials or instructional aids/equipment?

Worksheets,

Reading Books

Letter Flash Cards

4-Which instructional methods and strategies did the teacher use? ( lecture, inquiry,
discovery learning, discussions, games or simulations, demonstrations, cooperative learning,
integration of technology, socrative questioning, etc)

Ms. Teague used discovery learning technique which is an active process of inquiry-based
instruction that encourages learners to build on prior knowledge through experience and to
search for new information and relationships based on their interests.

5-How did the teacher assess learning? (informal, formal, formative, summative, oral, open-
ended, quiz, feedback etc) See Chapter 8 for more information on assessment methods

She read the letters by herself randomly and students write down the letters on their worksheets.
After all students done, everyone put the letter sheets in their folders and Ms. Teague told them
they will continue to work on the sheet which they worked on the day.

6- What can you say about the teachers philosophy/beliefs and style?
(Traditional/progressive, behaviorist, student-centered vs. teacher centered, authoritative etc)
Basically, I can say that, the teacher used teacher centered and authoritative methods during the
lesson. I think these two methods are useful for kindergartners because the kids are still trying to
get used to the school.

7-How does the teacher manage classroom? Can you identify classroom management
techniques used?

She was able to manage the class easily. She sometimes asked questions to students who were
distracted. There was not a big discipline issue in class.

8-Observe in the classroom setting and determine types of behavior students play when off-
task. What do they do when they are not paying attention? How does the teacher re-direct
them or get them back on task?

Sometimes the students started to talk each other and the teacher got their attention back by
asking questions. She honored the some students who were behaving well. Teacher apply the
classroom rules very well.

9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal
communication such as facial, body language, use of space, motion and time?)

The teacher used verbal and vocal communication methods. She also uses her body language.

10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc)

The class that I observed is a kindergarten class. Students come from different backgrounds such
as: white, African American, Hispanic, Asian, and etc. Regardless of the diverse groups, students
were intellectually engaged and motivated.

11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?

Itwaseffectivethattheteacherwasaskingquestionstothestudentswhowerenotengaged.She
wastryingtokeepthelearningfullofinteraction.Theteacherisverystrictontheclassroom
rules.Thisisalsoeffectiveforlearning.TheonlyineffectivethingthatIseeistheteachertold
thestudentsiftheyarenotquite,shewillnotsendthemtotherecess.

12-What are the two instructional strategies you observed and would like to apply in your
classroom?

The two instructional strategies that I observed which I would like to apply in my own classroom
were, honoring the students who behaved well to encourage the other students to do the same
thing and asking questions to engage the students to the lesson.
13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?
First, the teacher started the class by explaining that days lesson plan. She let students know
what they will learn on that day. I think this is very important to keep the students on task and
manage a classroom.

Secondly, being insistent on applying classroom rules is very important for classroom
management. Whenever Ms. Teague faced a discipline issue, she just remind what are the
classroom rules and students just obey her.