Guided Observation Two Physical Arrangements

a) Technology:
Describe the technology located in the room for teacher/student use? How is the
equipment utilized?
The teacher has a desktop computer at her desk, and an ipad the teacher uses for
testing students. The students have a computer corner with several small desktop
computers and headphones. The students use these for a rotation during centers,
and sometimes for students who get done quickly during morning work. The
teacher uses a smart board for lessons and uses it as a screen for playing
educational programs. The teacher uses the smart board most, also using it to
stream yoga videos for the kids to settle down before computer lab, music, or art.
b) Traffic Patterns:
Describe and the arrangement of student desks in relation to teacher desk,
chalkboard, overhead, windows, and door. How does the arrangement affect
positively and/or negatively traffic flow of the students, teacher movement and
monitoring, possible activities for instruction, and discipline?
The students are arranged in two groups of desks. Three desks make up each of
the two groups. The desks are pushed together, and are aligned long ways from
the smart board at the front of the class and to the left of the windows. Most of the
students have yoga balls that they sit on instead of chairs. The teachers desk is
facing the students on the wall perpendicular to the smart board. There is plenty of
room for movement in the classroom. The teacher is in the ideal spot for
monitoring the students and can still see the door which is on the wall directly
across from the smart board and windows.
c) Instructional Displays:
How are bulletin boards and wall space utilized? Does the utilization support
instruction, routines, and information?
The bulletin boards in the classroom are in various placesthere are four on the
wall next to the door that tell about the students accomplishments and all that
they can do (recite ABCs, count to 100, recognize sight words, etc.), there is one
next to the smart board that is used for circle time (it is used interactively with the
students to recognize what the weather is like, what day it is, and what month out
of the year that day is in), and one that tells how many days the students have
been in class and what they have done so far in the year. There are signs all over
ABCs, numbers, sight words, how to work in certain centers (kitchen space,
computer space, block space, and so on), and by the door is a sign that shows
cartoon characters in correct line posture. The bulletin boards and signs in the
classroom support instructions for students to follow with pictures to help the
students understand what the words mean, they have routines posted, and so much
information for both students and parents who enter the classroom.
d) Classroom Management:
What do you observe as the expectations regarding behavior at the start
and end of class, as well as behavior during interruptions? What are the
consequences for unacceptable behavior? What variables do you note that have a
bearing in classroom control? What evidence do you see, if any, to manage such
variables as a means of preventive discipline?
 Comin in the middle of the school year one can observe the kindergarten students
knowing exactly what to do when they arrive in their classroom. The students
enter in a line, hang up their coats, get their binders out of their backpacks and set
them on the table next to their teachers desk, hang up their backpacks, and sit at
their seats. They know that before they begin their morning work that there are
morning announcements, the pledge of allegiance, and a moment of silence.
Behavior during interruptions are addressed immediately after the behavior and
consequences vary according to the severity of it. Generally, they will be given
one or two warnings, then they will be asked to move their clip. This always
happens as soon as the behavior occurs. Transitions and activities that take longer
than ten minutes are times that allow for disruptive behavior in students. The
teacher managed this behavior by telling students what was coming up next so
that they could mentally prepare for the activities after the task at hand. She finds
this to work for her class and the evidence is there. She also does not plan for
activities to last longer than she knows her students attention spans are. She plans
short, action packed activities for her students and explains what will happen
after.
e) Motivational Elements:
What is the reward system for academic and/or good behavior? Under what
circumstances do you see students rewarded publicly in the
classroom? What about privately? Do you observe instances of negative
reinforcement by teacher or peers?
The classroom uses a clip system for classroom management and motivation.
Students who are seen doing particularly well or a group who is working
extremely well together will be instructed to move their clip upsomething that
parents will see when they get home. There are also times that the teacher will
purchase ice cream for students who get their name written on one the four boards
at the front of the class (things that boast about the students accomplishments on
counting, reciting ABCs, etc.). There was a new student as I observed, and he got
his name written on three of the four. He received an ice cream at snack time right
before dismissal. The other two ice creams would be offered in the next few days
afterwards. This was offered privately, but other students knew why that student
got ice cream. The teacher probably explained to the students at the beginning of
the school year what the rewards would be. Students in the classroom were
generally encouraging to one anotherYou can finish your morning work! You
can do it! Once you finish it, we can go outside early for playtime! Students
knew that there were goals for themselves and the class. They were great about
encouraging one another and working towards those goals together.