Lynn Heile

Education 101
Dr. Henderson
November 9, 2013
Observation Experience #2

1. Characteristics of effective schools found at my location.

Previous to my school placement, I had been interested in how the economically
disadvantaged area of this school could produce the level of community approval and
educational success they currently enjoyed. The answer to that question became
immediately apparent during my observation there. I found a great deal of characteristics
of effective schools at my location.
The most immediately apparent was the orderly school environment. Upon
entering the school building I was struck by the cleanliness and efficiency of the
environment and the presence of the many school personnel in the entryways and
hallways. The students were very quiet and seemed to know exactly where they were
supposed to be, as I didnt see any loitering. Even the classrooms had sufficient space
and plenty of storage and shelves. Every teacher I saw had an extra table in the
classroom, as well as a myriad of shelves for books and supplies, and also a large cabinet
for storing equipment.
Moreover, it was evident the school had a clear vision and strong leadership.
From the I can and I will inspirational statements painted on the walls to the morning
chant including I am here to learn. I will do my best. etc., the mission of the school

was clearly identifiable. Every teacher I talked to had glowing statements about their
principal. They credited her with the innovative ideas and detailed, resourceful planning
that makes the success of school endeavors possible and frequent. These included a free
winter wear program, a free-student-food-for-the-weekend program, a current fluoride
program, a reduced cost medicine program, collaborative lesson planning, home visits,
and much more. I saw her many times in the hallways and cafeteria, interacting with the
students and conversing with teachers. In fact, I had a hard time catching up with her so I
could interview her!
Furthermore, the teachers I observed pointed out the frequent and systematic
evaluation of student learning. Aside from ISTEP testing, three times a year acuity
testing (a predictor of individual ISTEP success) is given. Growth reports, an evaluation
of previous educational mastery and expected future achievement, follow each student
from first grade through their graduation from that school. These reports are also given
three times a year. In fact, two teachers reported that the principal had examined all
students ISTEP scores from the previous year and had narrowed them down to 10
students who were achieving below expected, so the school could provide extra help. I
felt the detailed and individualized assessment of needs, including economic, physical,
and emotional needs, was quite extraordinary.
In each classroom I visited, I noticed an emphasis on basic skills as well. One
teacher posted ice cream cones on the wall indicating student mastery of mathematical
concepts-one scoop for each skill. Also, a star chart indicated the progressive amount of
books each student read for the year, which may make them eligible for a prize at the end
of the year. My favorite resource employed was a binder containing the goal of each

lesson that week. This teacher posted the binder in the front of the room for all students
to clearly see the point of the weeks lesson, and the skills they are expected to know at
the end of the lesson. These goals were defined in large, bold letters and limited to one or
two precise statements that always began with I can or I will. I fell in love with a
technique that clarified the lessons goals and answered the inevitable question, Why do
I have to do this?
Additionally, the many personnel I spoke with, including the secretary, principal,
librarian, aides, and numerous teachers, reiterated the purpose of the school as a tool to
develop the whole person, and help her become the best version of herself. The
educational goals desired were seen as achievable only if the basic needs of the students
are met as well. Not a small task, considering 50% of the schools populace qualified for
free and reduced lunch, indicating substandard income. However, the communitys
response to the needs of each other was impressive. Many of the programs provided by
the school depended on donations from neighbors and businesses in the area. The sense
of cohesiveness and mutual dependence and reliability was proven clearly through these
need-based programs.
I am so grateful I received the chance to observe the many characteristics of
effective schools this school employed. Seeing any successful school is gratifying, but
seeing a school such as this, conquering the social and economic deficiencies amidst the
surrounding community, was infinitely more so. The ability to work with many
challenges, few resources, and still produce a school the community is proud of, is a rare
thing indeed.
2. Type of educational philosophy and psychological orientation best describing the

observed teacher.
It was apparent to me that the fourth grade teacher I observed used an eclectic mix
of educational philosophies. This was evident in the different approaches she used for
each subject, and how she interacted with the students.
In the subject of math, an essentialistic philosophy prevailed. Most of her lesson
was direct instruction, and focused on the delivering of formulas and use of them.
However, she did talk about examples, provided by the students themselves, in which the
math concept could be used. She also allowed group work on occasion for story
problems. This progressive philosophy seemed to be a good balance to the essentialistic
one for conveying math ideas.
However, in the subjects of reading and social studies, I saw a distinct
existentialist and progressivist approach. There was much class discussion about the
choices made by characters in the story, or why an ancient civilization would choose such
as they did. Students were encouraged to discuss and question motives, and make
predictions about the future. They would then cite examples from their own lives in
which they had to make similar choices, and examine the consequences. They would
then explore, through writing or another assignment, a particular item of interest in the
story or lesson and examine it through several perspectives.
Moreover, all three psychological orientations were present in her classroom. The
behaviorist orientation was shown through numerous charts for classroom management,
and positive and negative consequences addressing academic responsibility. For
instance, fake money could be given out for class participation or exemplary effort, or
five minutes could be taken off recess for undesirable behavior or missed assignments.

Her humanistic orientation was evident in my conversations with her which

indicated the concern she felt over the home life of her students, and the obvious lack of
medical care, or clothing, or food. She stated that a student could not achieve their full
potential if they lacked in some of the more immediate necessities such as stability,
transportation, and proper physical care. She encouraged her students to share their
questions and feelings, and her interaction with the students was positive, respectful, and
filled with the concerns of the individual student. Several times she asked different
students about specific aspects of their lives she knew they were dealing with at that time.
Finally, her constructivist orientation was especially evident in the subject of
science. The students in her class planted a mini-greenhouse in which vegetables were
grown and would be eaten by the children later. Most of the work in this subject was
done in small groups and with a great deal of student input. Sometimes she allowed them
to construct their own experiments and fields of study.
I found the mix of educational philosophies and psychological orientations in this
fourth grade classroom refreshing. She seemed to reach a broad base of students, and
they clearly enjoyed participating in their studies. Her care and affection for her pupils,
however, is what struck me the most. Even after 20 years of teaching, this teacher still
enjoyed the students under her care, and they knew and returned that affection.
3. Accommodating exceptional students.
At this particular school, the use of mainstreaming was cited as the primary tool,
though not the only tool, for which exceptional students were accommodated. Children
with an individual education program were pulled out of class during certain times to
work on specific areas of struggle. Tutoring was also available once a week for anyone

to make use of. WIN groups, short for What I Need, are also utilized. These are groups
in which the students from a common grade level are placed. It was indicated to me that
these students are NOT placed according to ability, except for one group of gifted and
talented learners. Each teacher then meets with their group to do reinforcement work in
reading and math. Each teacher reads a novel to their group, and provides other skill
work.
4. Teacher interview.
Upon interviewing the fourth grade teacher whom I observed, I learned much
about her as a person and as a teacher. She indicated to me that after teaching
kindergarten for ten years, she was in need of a change, and when the position came up
for fourth grade within the school, she quickly applied. She has occupied her current
status for nine years now. She enjoys the ability to interact with her students on a more
advanced level than in kindergarten, and likes the feed back they provide her. The most
enjoyable part of the fourth grade curriculum she employs is reading and writing, because
of the myriad of ways to teach and practice those skills, and because she enjoys those
subjects herself. In her weekly and daily lesson planning she is able to integrate those
subjects into other areas. However, she indicated that the least enjoyable aspect of her
fourth grade curriculum was also reading and writing, because there is little one can do if
the student simply refused to participate. Although what she teaches is predetermined by
the state standards and textbook curriculums, she is free to choose her methods, and the
teacher collaboration of lesson planning greatly reduces the time spent individually doing
so. It also provides a greater pool of ideas and knowledge to apply to each lesson.
Moreover, parents and teachers alike sit on the committee for textbook selection, and the

whole school participates in voting for their preference. This fourth grade teacher feels
there is some influence over the curriculum she will use with this method. It is clear that
she still enjoys her job and is continually looking for ways to improve.

3. Analysis of classroom map.

This fourth grade classroom is primarily organized for small group activities. The
small groupings of desks make it easy for the teacher to monitor classroom behavior, and
are consistent with the type of instruction and frequent activities provided. High traffic
areas are free of congestion and students have plenty of room to maneuver and access
supplies. Frequently used materials, including the computer, document camera, and
pencil sharpener are easily accessed by the teacher and students. The reading corner,
with a rocking chair, table, and book shelves, seemed cozy and inviting. This made a
perfect area for small groups of students to relax. The only weakness that I could see was
the table in front that seemed to be a catch-all for any debris, and the lack of a place to
display and execute scientific experiments. However, I believe that although the teacher
may have desired this, the type of storage provided would not allow furniture movement
on that side of the classroom. Overall, I think this was a very strong classroom
arrangement for the space provided.