Observation Classroomdirectionsfor This Assignment You Will Need To O ✓ Solved

Observation Classroom Directions: For this assignment you will need to observe a classroom and then do a write up about what you observed on the classroom climate of the classroom. Step 1: Finding An Observation Site: · You must find a site and teacher to observe . This can be any licensed and/or accredited child care center or preschool, or can be in any accredited private school or public school (but remember you can only observe up through 3rd grade.) · You are responsible for making sure your site is appropriate and follows these guidelines. · You also are responsible for fulfilling any requirements the site has in place for visitors, volunteers, and/or classroom observations. · I will not give approval of this site prior to your observation, but email me if you are unsure if it is an appropriate site. · Failure to observe in an appropriate site will result in a grade of 0 for this assignment. · More information on finding an appropriate site is on the second form listed below.

Step 2: Forms: There are 2 forms you will need to fill out: · Professional Behaviors Form . This form you fill out and it is about the professional behaviors you must follow in the place where you do your observation. . Remember you are representing the college! . You only need to upload the last page of the form (where you sign). · Directions for Finding an Observation Site and Observation Signature Form. . This includes information on finding a site and then a form for you and someone at the place where you do the observation to fill in. .

You will need to fill out part of it, and so will the placement site. . Please read the directions with the form prior to contacting a place to conduct your observation. The forms themselves are not worth any points toward your grade for this assignment, but failure to turn in either or both forms correctly and accurately filled out will result in a grade of 0 on the observation assignment. Step 3: The Observation: · You will print the pdf file of the observation guide to use for your classroom observation. (Classroom Climate Checklist) · You should observe the teacher teaching in a classroom for at least 45 minutes. This will allow you enough time to view at least most of the variables on the observation guide. · You must fill in every variable.

If a particular variable is not in place because it is not applicable for some reason, please write N/A and say why. This is rarely needed. · You should also take notes to help you fill out the write up that you do after completing the observation. These comments can be written in the margins of the observation guide, at the bottom, or on separate paper. · If you use separate paper for your notes, then you should submit those pages with the observation guide. · Please note that half of your grade on this part of the Observation assignment is on the completeness of the observation form, and that this includes appropriate comments and an appropriate amount of comments as part of the observation guide.

If you do not include notes which you took during the observation, then you will lose points on this assignment. · You will need to scan your filled in observation guide to turn in , so please write neatly. (you will not retype this) Step 4: Write Up of Observation: · After your observation, you will open the attached document for the questions you will answer for the write up on your observation. (Write up for Classroom Climate Observation) · The write up will be in narrative (text/writing) format and so should be typed as a Word document. Step 5: Submission: You should have 4 attachments for submission for this assignment: 1.Your teacher signature form, with both your part filled in and the appropriate signature included.

2. The professional behaviors form that you sign (just the last page with your signature) 3. Your observation guide form (hand written with comments) 3. Your narrative write up (Word document) Grading will be as follows: Teacher Signature form/Professional Behaviors Form: no points, but without both turned in and accurately and completely filled out, you will receive a 0 on the assignment. Observation Guide form: 4 points: Grading will be on the following: all variables checked off, an appropriate amount of comments and appropriate comments made in margins or on bottom of form = 1 point).

If this is not turned in, then the assignment grade will be a 0, because I cannot grade answers to the narrative write up without the observation itself! Narrative Write up: 6 points: Grading will be on completeness of answers, writing skills, and accuracy of answers. Directions for Finding an Observation Site and Observation Signature Form For this assignment, you must find a placement where you can observe an early childhood teacher teaching a lesson in their classroom. Please follow the guidelines below: 1. Your observation should be at least 45 minutes long.

You must observe an early childhood classroom where the teacher is teaching (no free play time, learning center time, outdoor time, lunch, recess, or naptime allowed). You must target one age group between ages 4 and3rd grade. 2. You must choose an accredited or licensed placement. This can be a school, preschool, or child care facility (family childcare, small or large group center).

If you need assistance with this, please email me and I can provide you with some names of centers to contact. 3. You must fill out and sign the “Guidelines for Prince George’s Community College Teacher Education Students.†This form is a separate document with this assignment and is I have attached it as the Professional Behaviors form. 4. You must fill out and have the teacher or director/principal sign the “Observation Site Form for Prince George’s Community College Teacher Education Students.†This form is below.

Both forms must be turned in with your assignment. Make sure they are completely filled out, the information is accurate, and the appropriate person has signed each form. These forms are required to be submitted with the assignment. They are not worth any credit toward the grade for the observation assignment, but failure to turn the forms in will result in an observation grade of 0. Please contact me by email or phone if you have questions or problems.

Education Department Observation Site Form for Prince George’s Community College Education Students Thank you for allowing our student to visit your school and observe a teacher teach a lesson to a group of young children. These experiences are not only part of the student’s grade for TED 1400: Introduction to Multicultural Education, but are a valuable learning experience. The Education Department greatly appreciates your willingness to contribute to the growth and development of our students as they begin their professional experiences in the field of education. If you have any questions, please contact Dr. Terry Bridger, Professor, Prince George’s Community College. or [email protected] Name of PGCC Student: Oluwafunke I Gbadamosi Name of Site: __IDA Little Scholars Academy Address of Site: 1546 5th St NW Washington DC 2001 Phone number of Site: Name of Teacher: Tawanda Franklin I agree that the PGCC student listed above observed me (or a teacher in my center) teaching a lesson for at least 45 minutes in my classroom/center/school.

I have explained to the student the requirements needed for them to be allowed in my site and they have met all requirements. _______________________________ ______________________________ (Signature) (Title) Narrative Write up for Classroom Climate Observation Directions: You should answer each question fully in paragraph form. Make sure you give specific examples or details for each answer. You should submit your answers in a Word file that you attach to the submission area of this assignment. 1. For each of the following categories, list your rating (in place, partially in place, or not in place) and give examples of why you rated the classroom climate with that rating. (please label each of these as 2a, 2b, etc. with the name of the category so I can easily follow this). a.

Physical Environment b. Seating Arrangement c. Encouragement of Student Pride d. Classroom Interactions e. Classroom Expectations f.

Instructional Practices g. Active Supervision h. Classroom Routines 2. When looking at each of the classroom climate categories listed above, in which category do you feel the classroom you observed ranks the highest? Give specific examples/reasons to justify your ranking.

3. For this category, what are at least 2 effective classroom climate behaviors the teacher engaged in that you would consider using in your own classroom? 4. When looking at each of the classroom climate categories listed above, in which category do you feel the classroom you observed ranks the lowest? Give specific examples/reasons to justify your ranking.

5. For this category, what are at least 3 suggestions you would have to make this classroom have a more positive classroom climate? 6. Given what you have observed and written about regarding the classroom teacher, list at least 2 classroom practices or behaviors that the teacher engages in which promote a multicultural classroom. Make sure you tell why each classroom practice or behavior promotes a mc classroom.

7. Grade/Age of Classroom you observed in: ____________________________ 1 Classroom Climate Checklist Date:______________________ Variables In place Partially in Place Not in Place Physical Environment The room is clean, organized, and free of repair needs Students appear to feel safe and comfortable in the room Students have a place to re-group or get away from distractions Students can access or request needed materials Pathways throughout the room are free and avoid congestion Students have a place to keep their belongings Student Seating Arrangement Seating arrangement promotes students working together Seating arrangement is consistent with the verbal messages given by teacher (i.e., it is or is not okay to interact) The teacher periodically changes seating arrangements so that all students have the opportunity to be up front and sit next to different students 2 Variables In place Partially in Place Not in Place The seating arrangement allows students to have a clear view of instruction Encouragement of Student Pride Students’ work is posted throughout the classroom Opportunities exist for ALL students to have work posted (i.e., posted work is not dependent on academic success) Art work and posters are hanging that reflect students interests and cultural backgrounds The teacher makes positive comments about the classroom reflecting a sense of community amongst the group Classroom Interactions Students are aware of when talk is permitted in class and how it is to occur Students know the appropriate/expected way to gain the teacher’s attention Interactions between the teacher and students appear friendly and comfortable The teacher uses a ratio of 4:1 positive to negative comments The teacher interacts positively with all students during class The teacher appears interested in students’ thoughts and opinions Students receive positive feedback for appropriate academic and behavioral performance 3 Variables In place Partially in Place Not in Place Classroom Expectations There are 3-5 positively stated classroom expectations visibly displayed in the classroom The teacher periodically reviews and reminds students of the expectations The teacher anticipates errors and pre-corrects by stating the expected student performance for the situation Students are acknowledged for following expectations Instructional Practices Students are actively engaged during the majority of instruction Instructional pacing is well timed (i.e., not too fast, not too slow) Instructional approaches and techniques are differentiated and varied during lessons The teacher uses practices that achieve a high rate of accurate student responding Student attention is secured and maintained during activities The teacher checks for understanding across students and provides frequent and immediate feedback 4 Variables In place Partially in Place Not in Place Active Supervision The teacher moves around the room and interacts frequently with students The teacher uses eye contact to establish interaction with students far away The teacher visibly scans the entire classroom Classroom Routines The classroom has clearly defined routines for: Administrative tasks (i.e. taking attendance; recording lunch order; distributing school notices) Student movement (i.e. entering and leaving the room; going to the restroom, nurse, library, specials; fire drills, sharpening pencils; getting materials; using learning centers) Housekeeping (i.e. cleaning chalkboards; watering plants; cleaning desks; storing personal items) Instruction (i.e. what to bring to lessons; collecting and returning homework; distributing materials; paper headings; gaining student attention; activities exist for early completion of class assignments) Students follow classroom routine procedures Class routines follow a logical sequence Class routines are effective

Paper for above instructions

In my observation of the classroom at IDA Little Scholars Academy, I focused on the climate and environment in which the students learned. This essay will provide a detailed account of my observation, covering several categories crucial to understanding the overall classroom climate. The classroom I observed was a pre-kindergarten class led by Teacher Tawanda Franklin, and my observations were conducted for a duration of 45 minutes.

1. Classroom Climate Categories

a. Physical Environment

Rating: In Place
The physical environment of the classroom was well-organized and maintained, with all areas of the room clean and free from visible hazards or disruptions. Materials were accessible to students, allowing them to request items as needed. For example, I noticed a designated area with learning materials such as crayons, papers, and books, which students could easily access without guidance. Moreover, students appeared comfortable and safe in this learning environment, often expressing curiosity and engagement during the lesson.

b. Seating Arrangement

Rating: In Place
The seating arrangement effectively promoted collaboration among students. Desks were arranged in small clusters that allowed for group work, facilitating interaction among peers. Teacher Franklin occasionally rotated these seating arrangements to develop social skills and expose students to varied perspectives. It was evident that this arrangement aligned with her verbal instruction that encouraged teamwork and communication.

c. Encouragement of Student Pride

Rating: In Place
Teacher Franklin took special care to acknowledge students' work, with their projects prominently displayed on bulletin boards around the classroom. This practice not only fostered a sense of accomplishment among students but also validated their efforts irrespective of their academic success. For instance, artworks reflecting various cultural backgrounds promoted diversity, allowing students from different communities to see their identity represented.

d. Classroom Interactions

Rating: In Place
The interactions during the lesson were positive and supportive. Teacher Franklin maintained a friendly demeanor, fostering a welcoming atmosphere. The students knew when they could interact, often raising their hands to signal their understanding or eagerness to participate. The teacher also utilized a ratio of positive comments to negative ones which significantly contributed to a supportive classroom climate. The atmosphere was characterized by collaboration, where students felt comfortable sharing their thoughts and opinions.

e. Classroom Expectations

Rating: In Place
Classroom expectations were clearly established and visibly displayed, which helped create a structured learning environment. The teacher frequently revisited these expectations, reinforcing positive behavior among the students. For example, reminders like, "We use our inside voices," were commonly articulated, thereby cultivating an environment of respect and responsibility.

f. Instructional Practices

Rating: In Place
The instructional practices observed were engaging and tailored to the students' varying needs. Teacher Franklin facilitated her lessons with a mix of visual aids and hands-on activities, thereby ensuring that all students could follow along. Instruction was paced well, allowing students ample time to absorb information. She frequently checked for understanding through simple questions and interactive exercises.

g. Active Supervision

Rating: In Place
Teacher Franklin actively moved around the classroom during the lesson, providing individualized attention while ensuring that all students remained focused. Eye contact was employed strategically, establishing connections even with students seated far from her. This method not only kept students engaged but also demonstrated her attentiveness as an educator.

h. Classroom Routines

Rating: In Place
The classroom had established routines that were evident in the seamless transition from one activity to the next. Procedures were defined for administrative tasks, such as taking attendance and transitioning between subjects. It was clear that students understood when to move or change activities, which minimized downtime and maintained focus.

2. Category Ranking: Highest Rated Category

Classroom Interactions
The category of Classroom Interactions stands out as the highest ranking area. This is primarily attributed to the positive teacher-student and student-student rapport observed. Teacher Franklin’s ability to create a nurturing environment where students felt valued allowed for an open exchange of ideas and questions, fostering a rich educational experience.

3. Effective Classroom Behaviors

Two effective practices observed that I would implement in my own classroom include:
1. Positive Reinforcement: Teacher Franklin employed a consistent practice of providing positive feedback, which reinforced desirable behaviors among students.
2. Interactive Engagement: The facilitation of interactive discussions encouraged all students to participate, cultivating a sense of belonging and respect for diverse opinions.

4. Lowest Ranked Category

Instructional Practices
While still adequate, the Instructional Practices category ranked lowest due to occasional lapses in pacing. There were moments when students displayed confusion about tasks, indicating a need for more varied instructional techniques or differentiation.

5. Suggestions for Improvement

To enhance the effectiveness of instructional practices, I recommend the following:
1. Incorporate More Differentiated Instruction: Tailoring lessons to address varied learning styles can accommodate students who may struggle with certain activities.
2. Utilize Peer Teaching: Engaging students in teaching their peers can solidify understanding and foster collaboration.
3. Frequent Formative Assessments: Implementing brief assessments can guide instruction and provide real-time feedback on students’ understanding.

6. Promotion of a Multicultural Classroom

Two classroom practices observed that promote a multicultural environment are:
1. Culturally Diverse Materials: The use of materials that reflect various cultures encouraged inclusivity and acceptance among students.
2. Celebration of Cultural Achievements: Efforts to demonstrate cultural appreciation through projects and activities allowed students to share their backgrounds, promoting mutual respect and awareness.

Conclusion

The classroom observation at IDA Little Scholars Academy provided valuable insight into the importance of a positive classroom climate. Teacher Tawanda Franklin effectively fostered an environment of collaboration, positivity, and safety. Observations regarding the physical environment, seating arrangement, and classroom interactions highlighted a solid foundation for student learning and engagement. Future improvements can be guided by addressing the pacing of instructional practices and incorporating varied instructional methodologies. Overall, the experience reaffirmed the significance of a nurturing and inclusive classroom where all students feel valued and engaged.

References

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