Classroom Observation Paper

The purpose of this essay is to inform readers of the observations I made during my short stay in Mr. Sutton’s classroom. It also intend to analyze the differences between girls and boys in the learning environment, and in the following areas: how the two groups interact with teachers, how the instructor may reinforce stereotypical gender behavior, supportive teacher responses to boys and girls; and these relative to standards (learning environments) and (assessment) as delineated by the CCSSO (Council of Chief State School Officers, 2011). The definition and expressed purpose of this document is printed in the introduction:
“The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials who
There was no gender bias as the task was not set in context. I was slightly taken aback when the students who finished first usually went over to a student who was still working and helped him/her. I learned that the helper was not allowed to touch the other student’s keyboard, but were encouraged to assist each other. The helpers spoke over the student’s shoulders or drew up a chair next to them. (Note: the students must have preferred peer tutoring to the teacher’s help.) I asked Mr. Sutton about this process and he told me it was his best teaching tool for, “TASK completion projects;” that it was harder to help someone else complete the task than it was to do it themselves. As best as I understood this type of assignment, there was a task to complete, where the students knew the correct outcomes “but had to get there from….there.” If a student did, he/she received a checkmark. Ten out of ten possible checkmarks would be a 100% grade on TASKS; seven out of ten would be a 70% and so on. If the student went correctly half-way or more e they got half credit. I could not see how there could exist a gender bias in the assessment of the