Date Created: February 16th, 2017

Date Submitted: Spring 2017

Title of Artifact: Observation 1: Setting
New Jersey Professional Standards for Teachers: Standard Eleven Ethical Practice

I am placing my artifact, Observation 1: Setting, under Standard Eleven Ethical Practice as

evidence of continued mastery of ethical and legal practices that provide integrity, fairness and
overall safety within the classroom environment. Due to this observation being within a self-
contained classroom environment there are different ethical practices in place to provide a safe
and comforting environment for every student. With this observational experience, I have gained
a greater understanding and perspective of what is expected of teachers legally and ethically in
order to provide fair and just experiences to provide each student with success.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation 1:

Setting

II. Grade:

Differing depending on student (1st Grade through 5th Grade)

III. Students

4 Boys (Grade 1, Grade 2, Grade 4 and Grade 5)

IV. Setting:

Pull-Out Resource Room/Special Education Classroom

V. Pre-Observation:
Prior to completing this observation, I chose to research what impacts of being in a

self-contained classroom or pull-out resource room had on students self-esteem. As

an effective teacher, I want every student to feel comfortable at all times. This not

only means that their classroom environment is developmentally appropriate but it

also means that as their teacher I try to understand the needs and interests of each

student. This is crucial because it helps to establish a teacher-student relationship

which allows them to feel more comfortable. An article title Special Education

Teacher Preparation in Classroom Management: Implications for Students with

Emotional and Behavioral Issues discusses the impacts these types of classroom

placements can have. Authors Jones and Hesley (2010) state, We have offered

several practical strategies for improving outcomes and relationships for these

students. For students to build self-determination skills, they must be given

opportunities to make choices about their school day and have access to positive role

models who exhibit self-determined behaviors, (p. 47-48). Building a foundation to

have a greater recognition of your students emotional needs will help you as a
 teacher establish what materials and set-up is necessary to have within your

classroom.
VI. Data: Observations were completed on January 25th and February 8th
Diagram A: Main Classroom in which students get pulled out of their regular

education classrooms to meet with Mrs. Bickhardt, individually or in small groups.

VII. Analysis:
When I first entered this classroom I was amazed to see a large corner of the room

barricaded off with a variety of different equipment for students to work on their

gross motor skills. There is a swing that hangs from the ceiling, gymnastics and

alphabet mats, a crash-pad which is a foam mat that students can fall onto, tunnels

and a roller that allows students to crawl through and use different parts of their body

to pull themselves out. I have been in many special education classrooms before but I

have never seen a setting this extensive and unique. Although not all of Mrs.
 Bickhardts students may necessary need physical therapy, having a designated area

for students to go to release physical energy is wonderful. Stevens-Smith (2016)

explains in an article titled Active Bodies/Active Brains: The Relationship Between

Physical Engagement and Childrens Brain Development, Physical engagement

assists children in learning how to relate to others, adjust their muscles, and think

abstractly. Through physical engagement, children develop a general mind-set of how

to string bits of information together to form solutions to problems and actually learn

how to learn, (p.723-724). In just the two days of observing students within this

classroom setting I noticed that impacts that using the swing and the various

equipment had on their education. They seemed to regain focus after being physically

active.
VIII. Recommendations:
Diagram B: Layout that I recommend

The reason why I recommend having the physical equipment area on the opposite

side of the room is so when children first walk in they arent running right over to that

corner. I also recommend having a book stand that learners can utilize. I understand
 that Mrs. Bickhardt doesnt have much time with each group of students but maybe

creating a system where her students can return and recycle different books it would

connect her students and allow for a more inclusive environment. Another huge

recommendation I have is to put visible and legible labels on everything throughout

the classroom. Not only with this help students broaden their literature skills but it

would immerse them in language. They could use the labels to help them spell and

write properly.

IX. Post-Observation:
After my first day of observing I was extremely eager to come back in for my next

observation. I thought that although Mrs. Bickhardts day was very split up it was

steady and she made each lesson interesting for her students. Overall, she seems as if

she cares intensely about each of her students and their successes. She is on top of

each of their strengths and weaknesses which is what makes her teaching styles very

effective.
X. Citations:
Jones, J. L., & Hensley, L. R. (2012). Taking a Closer Look at the Impact of

Classroom Placement: Students Share Their Perspective from Inside Special

Education Classrooms. Educational Research Quarterly, 35(3), 33-49.

Stevens-Smith, D. A. (2016). Active Bodies/Active Brains: The Relationship Between

Physical Engagement and Children's Brain Development. Physical

Educator, 73(4), 719-732. doi:10.18666/TPE-2016-V73-I4-6447

:Observation 1

Setting

Victoria Elacqua