EDN 100 Clinical Observation Reflection
During the course of my fall semester at Elgin Community College, I had the opportunity to observe an elementary school, middle school, and high school classroom. For my classroom observations, I went to Westfield Community School and Jacobs High School. Each classroom visit was to be five hours, making the required observation time fifteen hours. My themes for my paper will be classroom management and time on task. Theme 1: Classroom Management
For my elementary classroom observation, I chose to go back to the school I attended from kindergarten to eighth grade, Westfield Community School. Since my area of interest is elementary education, I chose to observe a third grade classroom. All of my elementary observation hours were spent observing Ms. C’s third grade classroom. My first theme for my observation paper is classroom management. “Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students” (Google). In my opinion, a classroom should be a cooperative environment, where both the teacher and student invest as much of their time and energy in succeeding as possible. Also, student to student communication should be present. That requires encouragement and support on both ends of the spectrum.
In my elementary classroom observation, the teacher did a great job with classroom management. Her classroom was very welcoming. The walls were filled with masses of pictures encouraging learning consisting of colors, shapes, letters, animals, numbers, and objects. There was a schedule on the board showing the times for each subject and a calendar with the current and previous day’s dates on it. In the back of the room, there was a rocking chair with a large blue rug in front of it, where they do their morning meeting, which I will explain later. Overall, the classroom environment was very homey. Ms. C’s lesson plans were interesting, informative and very well planned out. Every morning, her class held a “morning meeting”. It started with a chosen student that sits in the rocking chair and reads the class rules to her peers, who are sitting in a circle on the rug in front of her. They do a greeting where each student says “Sup (name)” to the next. This got the students involved. It continued until they’d gone around the circle. Next, a question is chosen out of a hat and each student has to go around and answer the question, giving the students a chance to communicate with one another. We learned about this in class when we talked about classroom management and how children being involved ensure that all students are a part of the classroom learning community. “Jane Adamd belives in socialized education where everyone is included in the classroom” (Lecture notes, 9-22). I thought the way that Ms. C involved her students was incredible. B.
For my middle school classroom observation, I also went to Westfield Community School, to observe a seventh grade class. The first thing I noticed when walking into Mr. S’s class was that there was a warm up on the smart board, in the front of the room. While the students worked on their warm-up, Mr. S stopped by their desks and gave feedback about their behavior and academic work. He constantly praised his students: “Good job”, “Perfect”, and “You’re on fire”. He would wander the room, offering suggestions and encouragement, and asking questions and making comments, which made the students more engaged. That way, the students received feedback of what they have done correct and incorrect. He would monitor the class for signs of confusion or inattention and constantly check in with the students seeing how they were doing. It let the students obtain help right then and there. C.
For my high school classroom observation, I observed several different teachers at Jacobs High School. All of the classes were English classes. There was one...
Cited: Ornstein, A., Levine, D., Gutek, G., & Vocke, D. (2011). School Effectiveness and Reform in
the United States. In Foundations of Education (11th ed., p. 498). Boston: Houghton Mifflin.
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