Reflection on Observation
Observation Analysis
Molley Green
MTE 506
September 29th, 2012
Shawn Wells
Observation Analysis
Observing a classroom has a certain metaphysical edge. Merely by your presence and watching, you cannot help but feel that you are somehow changing or influencing the class and the students that make it up. My observations took place in two settings, the first and my primary observation source, was at Children’s Garden Montessori School in El Cerrito, my daughter’s school, it is a private pre-school with children ages two to five. My second observation was the Fit Kids program at my local Berkeley YMCA, this program was created for children over the age of eight and combines educational video games, air hockey, tutoring, and physical activity, for children preadolescent to those well into their teen years. The goal of this analysis is to define the educational theories used to produce the programs, introduce the two environments of my observation and discuss how the educational theories are applied in these cases. I will use The Montessori example to elaborate on issues of educational philosophy and also early childhood development, including issues that may arise in early education like behavioral concerns and cognitive disability. The Fit Kids program will serve as my muse for a discussion on information processing in adolescents. Both programs will evaluate teacher behavior, development, and describe the social and emotional environment of the classroom and its effect on student learning and behavior. Children’s Garden Montessori School is a reflection of the Montessori program and teaching style. Maria Montessori, an Italian educator in the early 20th century, created Montessori programs; they contain their own set of educational materials and tools developed by herself and collaborators. The classrooms consist of mixed ages and are allotted
Molley Green
MTE 506
September 29th, 2012
Shawn Wells
Observation Analysis
Observing a classroom has a certain metaphysical edge. Merely by your presence and watching, you cannot help but feel that you are somehow changing or influencing the class and the students that make it up. My observations took place in two settings, the first and my primary observation source, was at Children’s Garden Montessori School in El Cerrito, my daughter’s school, it is a private pre-school with children ages two to five. My second observation was the Fit Kids program at my local Berkeley YMCA, this program was created for children over the age of eight and combines educational video games, air hockey, tutoring, and physical activity, for children preadolescent to those well into their teen years. The goal of this analysis is to define the educational theories used to produce the programs, introduce the two environments of my observation and discuss how the educational theories are applied in these cases. I will use The Montessori example to elaborate on issues of educational philosophy and also early childhood development, including issues that may arise in early education like behavioral concerns and cognitive disability. The Fit Kids program will serve as my muse for a discussion on information processing in adolescents. Both programs will evaluate teacher behavior, development, and describe the social and emotional environment of the classroom and its effect on student learning and behavior. Children’s Garden Montessori School is a reflection of the Montessori program and teaching style. Maria Montessori, an Italian educator in the early 20th century, created Montessori programs; they contain their own set of educational materials and tools developed by herself and collaborators. The classrooms consist of mixed ages and are allotted
References: American Montessori Society. (2011). Retrieved from http://www.amshq.org/ Baumrind, Diana (1979). Chapter 5: Effective Parenting During the Early Adolescent Transition. Cowen & Hetherington , Family Tranisitions. Lawerence Erlbaum: NJ. Retrieved from books.google.com. Bee, H & Boyd, D. (2010). The Developing Child (12th edition). Boston, MA:Allyn & Bacon. Cossentino, Jacqueline (2007). “Evaluating Montessori: Why the Results Matter More than You Think.” Education Week, 26(21), 31-32. Montessori, Maria (1949). The Absorbent Mind. The Theosophical Publishing House. Madras, India. Retrieved from archive.org Murray, Angela K (2008). Public Perceptions of Montessori Education. Proquest Information and Learning Company. Retrieved from books.google.com. Shortridge, P. Donahue. (2007). Maria Montessori and Educational Forces in America. [Electronic version]. Montessori Life, 19 no. 1, p. 34-47.