Brianna Volz

November 17, 2014

EDUC 101
School Observation #2
I used the table distributed in class that displays the five philosophies of education and
the three psychological orientations to teaching that underlie teaching and learning. When
comparing what I have learned in class and what I have learned observing, I found several
similarities, yet many differences. I did not really think that the philosophies Essentialism,
Perennialism, and Social Reconstruction were really used that much besides the fact that the
teacher slightly incorporated some parts of each of these. I think that the teacher used
Essentialism by the way that she delivered a standard curriculum. The class had certain tasks
that they to do by the end of the day, etc. I think that the teacher uses Perennialism by the way
she guided the students to learn basic skills. I also think that Social Reconstruction was slightly
used by the way the teacher asked questions and the by the way that she was organized and
solved social issues.
Overall, of the five philosophies, I think that Existentialism and Progressivism
(Pragmatism) were used the most within the classroom. I say this because I think that the teacher
did a lot of encouraging of the students and gave them time to fulfill their personal freedom by
having deadlines and working on projects in groups of their choice and moving around the room
to work on things. I also think that this helps develop individuals who can exercise personal
freedom regularly and know that they are responsible for their actions. When it comes to the
Progressivism part of the philosophies, I think that the teacher teaches the students how to use
deadlines by giving the students some personal responsibility. The teacher also has some
teaching methods that go along with this like hands on curriculum, group work, and discussion.

When comparing the three modern psychological orientations to teaching, the teacher I
observed seem to use a good mix of all three: behaviorism, humanism, and constructivism
(cognitivism). I think that among the good learning environment that reinforces good and bad
behaviors, the somewhat personal freedom and responsibility, and the appropriate thinking skills
are all answers of why I say this. The teacher also seemed to be a big part of shaping the
environment among her students. Whether it be cheering them on or helping them through some
sort of problem, she seemed to be a guide for good decisions and she helped stimulate the
thinking and development among the students and monitored the thought process of each one.
I observed at Lawrenceburg Primary School for my second observation. The school itself
is much larger than the last school I observed. There are several more students within each grade
level and there seem to be just as many different ways they do things throughout. I think that the
room set up was good. The only drawback I saw in the way the students were seated was that a
couple of the tables seemed to always be nosier and the teacher had to constantly nag, and they
were a bit of a distraction for the other students at times. I think that overall, though, the room
was very well set up for the first graders that I observed. Most of what the students did or had to
do, there was easy access to what they needed and everyone seemed comfortable with how
everything was arranged.
The school has announcements on the TV each morning. They did the date and birthdays
and the pledge and so forth, but they also recognized students who were doing well and who had
perfect attendance the month of October. I also thought the classroom represented diversity in
the fact that there were many different races that I saw in my day of observation and they seemed
to be treated as equals as they should be.

Interview Questions and Answers

1. Q: What did you enjoy most about teaching this curriculum? What do you enjoy the
least?
- A: She said that she enjoys watching the kids grow in their reading skills the most
because they seem to grow so much in that area from the beginning of the year to the
end. She said with all the testing they have to do would have to be what she enjoys
the least.
2. Q: How did you select the content and skills to teach?
- A: She said that it is all pretty much based on the standards that are required within
each 9 week time period.
3. Q: When do you plan yearly, monthly, weekly, or daily?
- A: She said that the first grade has a yearly plan of requirements that they to meet by
the end of the school year, but the teachers have to turn in weekly lesson plans that
are open to change each Monday by 8:00 a.m.
4.

Q: Do parents participate in curriculum decisions?

- A: She said that the parents do somewhat participate in the curriculum decisions.
They have a textbook adoption committee for example that parents and some staff
members are on to make decisions of student materials, etc.