Observation in a Kindergarten Classroom Jessica Chisolm Grand Canyon University: SPE 226 3/03/2014 Teaching for Exceptionalities Description of Student The student is five years old. The student is in kindergarten. The kindergarten class has fourteen children. The classroom is a mainstreamed and both teachers have special education experience. The student has strengths in reading comprehension‚ phonics‚ and spelling. He enjoys puzzles and can complete a fifty piece puzzle on his own
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do so. The teachers role in the class room is to cater for these needs. Montessori believed that only a certain type of person suited the role of a Montessori teacher “The teacher must derive not only the capacity‚ but the desire‚ to observe natural phenomena. In our system‚ she must become a passive‚ much more than an active‚ influence‚ and her passivity shall be composed of anxious scientific curiosity and of absolute respect for the phenomenon which she wishes to observe. The teacher must understand
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Demographics Name/Description of Interviewee: Robin. Elementary Teacher Date of Interview: May 30‚ 2012 Length of Interview: 15 Minutes Location of Interview: Classroom Possible Interview Questions: (Teacher) 1. 1. Could you tell me about why you chose to teach this particular lesson‚ and why you took the approach that you did? Response: The lesson utilizes five reading comprehension strategies and encourages students to develop good reading habits. 1. 2.
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Today I was placed in Mrs. Perez classroom which consists of toddlers ages three and four. Considering that it was a nice day outside the lead teacher‚ Mrs. Perez instructed the two assistants and an aide as well as an older teenager who I believe was a volunteer to take the children out to enjoy it. She mentioned to me she wanted to take advantage of the extra help she had so she can get going on some activities she was trying to get together. I offered to stay in and help this time instead of following
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boys. 96% of the students were Hispanic‚ ten of them were English Language Learners‚ and six of them had IEPs. The classroom’s educational team consisted of Ms. B. the general education teacher‚ Ms. P. the special education teacher‚ Ms. I the teaching assistant‚ and Ms. G. the teacher aide. The second-grade classrooms are all located in the upper building. This building is not connected to the lower building; therefore‚ all specials are held during the first period to avoid educators going up and down
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The observation of young children can alter exponentially just from one age to the next. For my child observation‚ I chose to watch 9-year-old Theo. Theo is currently facing industry vs. inferiority. I watched Theo for an hour while he participated in both recess and library time with his class. Theo is average in height and weight to his classmates‚ but has the greatest volume within his hair making him look super cool. An aspect of the school system that made the surveillance a bit more interesting
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Sperfslage was still there and allowed me to speak with her about what her classroom is like. She explained to me the whole building was only first grade (which was really amazing to me‚ I’ve never heard of a school building being one grade). Since she didn’t have any students when I arrived‚ she grabbed iPads and started showing me all of the lesson plan formats‚ programs the students work with‚ and general information about her classroom. I could tell she was really passionate about teaching and I could
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The child I chose to observe during the course of the semester‚ is Theodore‚ also known as Teddy in the classroom. He is in third grade in class 3-221. He is a male and nine years old. He is currently attending the school P.S.225‚ which is located at 1075 Oceanview Ave‚ Brooklyn‚ NY 11235. I chose Teddy because he really stands out in comparison to the entire class. Teddy is very cooperative and is a pleasure to have in class. I think he is very smart‚ always eager to participate. The entire class
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The pupils in the second grade classroom that I observed were very perceptive. They are very attentive to the teacher and her movement around the classroom. Students remain seated in their chairs‚ except for one specific boy who frequently stood up and walk to the teacher or another student’s desk and the teacher would correct him about remaining in his seat or raising his hand. Also‚ the students respond very well to the activities. For example‚ a student is chosen to lead the morning activities
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Interview 1. What school activities do you conduct that allow the participation of the people in the community? 2. Are there community activities that you‚ as a teacher join? Please name. Do your students/ pupils also join these activities? 3. What learning do your pupils/ students gain from the participation? 4. What does the community benefit from joining in your school activities? 5. As per your observation‚ are the lessons that you taught in the school transferred
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