Professional Documents
Culture Documents
Deidra Glaser
EDU - 201
11/18/2017
Dr.Isbell
Student Observations 1
● Assignment 1 - Observations
1. Upon arrival to the classroom my first impression of the environment was that it seemed
dressed in a very cute Halloween t-shirt that matched some of the decor in the room. I did
classroom decor for the holiday. There were a lot of posters up on the walls that included
the class rules, some of the students work, and writing rules. The students were all seated
2. The makeup of the student body classroom was diverse. There were about 27 to 30
students in the classroom, and there seemed to be more boys than girls. ELL students
were mixed into the class, but there didn’t seem to be any students with physical
challenges or handicaps.
3. The main classroom rules were posted above the teacher's desk, and they were: be
responsible; and do your best. Ms.Bosch had all of her students sign their names at the
bottom acknowledging these rules. There were also a lot of English and grammar rules
posted including things like the writing process, parts of speech, figurative language and
more. It was also neat to see that Ms.Bosch actually created new posters each week. Each
time they learn a new rule in language or reading, she creates a new poster to be put up in
the class.
Student Observations 2
4. Yes, I think Ms.Bosch enforced the rules she had posted. During her lecture she was
always referring back to different rules posted around the classroom. For example, during
the narrative writing assignment she asked her students, “if they wanted to use the word
“like,” or “as,” what form of figurative language was that?” She followed up by walking
over to the poster labeled, “Similes and Metaphors,” to point out the answer. She also
referred back to the “be respectful and responsible” rule when students were talking too
much and not focusing on their work. I also observed that there were consequences for
not following the rules. For example, one of the writing rules they were working on as a
class that week was to write in complete sentence. When one of her students turned in a
paper during the small group session with one word or an incomplete answer, so she
erased his answers and told him to rewrite them in complete sentences.
Student Observations 3
➔ Please see attached document at the back of the packet for image of Classroom Layout.
1. The workflow of the classroom is very simple and classic. Students desks are
arranged into groups of six; the teacher's desk is in the back and there are two
white boards at the front and back of the classroom to optimize instruction. There
Mrs.Bosch was even able to fit a library and reading area in the back of the
classroom. I think this space was used as efficiently as possible because when you
have so many pieces of furniture, you only have so many options for arranging it.
By having the students sit in groups, it allows for the teacher to be able to walk
around and between the desks. In addition, each student was able to see the
making it easy to walk through the desks, and back to the teacher's desk, and then
● Assignment 3 - Instruction
1. The daily schedule was posted every morning. Ms.Bosch had two fourth grade
classes that she taught. She taught her fourth grade students reading, writing and
social studies while her cooperating teacher taught them math and science. Her
schedule included the times for special class, instructional time, lunch, the next
2. Yes, instructional time was broken up into several well organized sections
including class lecture, small groups, learning centers and individual assessment.
Mrs.Bosch would teach the lesson to the whole class followed by having the
students break into groups for “rotations.” Each student individually does the
assignment in the rotation, however they are able to talk quietly and get help from
their neighbor and the teacher if she is not busy with another group or student.
kinesthetic and auditory. She presented worksheets and journals for the visual and
kinetic learning; while she was also constantly speaking during class for her
auditory learners.
interpersonal and intrapersonal. The teacher seemed very “in-tune” with her
Student Observations 5
students and was constantly having them work things out on their own and with
their hands.
5. Yes, all of the students seemed engaged in the lessons and activities that were
6. The only time students were isolated from the rest of the class was for seating and
their regular assigned seat they would be moved to the back by the teachers desk.
7. Yes, instructional time seemed very organized. Ms.Bosch seemed to be trying her
best to manage it efficiently. She had a timer in the class for transitions and
keeping track of time. She also had the daily schedule on the board.
used a timer to count down thirty or ten minute intervals. When the timer went off
it was time to wrap up and start the next activity. I think this was very effective,
because the students knew exactly how long they had on their assignment or to
clean up. Everyone seemed to be on the appropriate task when the timer went off.
9. Some “attention getting” commands that were used in the classroom included,
“give me five,” or “all eyes on me,” and at one point when the students weren't
listening Ms.Bosch started drawing a hang man on the board. She then began to
tell the students that if she got all the way to the end everyone would have lunch
10. Specific behavior issues that the teacher had to deal with were things such as
answer for the assignment. There weren’t many behavioral issues. The class
seemed very respectful and well mannered. However, she did have to give one of
her classes lunch detention for not being respectful to her on one of the days that I
wasn’t there.
11. Policies that help instructional time I think are the “attention getters,” and the
timer. These procedures help keep the students on task by refocusing them on
what's important like the teacher or time left for an assignment. Something that
hinders instruction time would be students when repetitively ask questions like to
● Assignment 4 - Culture
1. Physical Characteristics:
1.1. Looking around the Stanford Elementary School property I observed that the
school had up-coming event fliers posted around, pretty landscaping and looked
well constructed. The school is located right next to El Dorado HIgh School, so
there are a lot of crosswalks and school zone signs posted around. It is also
located right next to a public library which I believe helps promote an increased
learning environment. There are a few scattered trees along the property, and
some bushes and shrubs too. It seemed well maintained. The visitors parking,
school bus area and kindergarten zone was located at the front of the school, as
well as the main office. The kindergarten area was fenced off and closest to the
main office.
1.2. Going inside, the main office area is located at the front of the school. As soon as
you enter the building you have to go through a separate door into the main office
Student Observations 8
to actually enter the school. I think this is a good feature to have within schools
because it promotes security. This forces the students, parents and visitors to
interact with each other and the office staff before entering the building. There
were other areas for students to enter the building such as through the cafeteria
and other doors located in the building. There also always seemed to be staff
around those areas greeting students and parents as well. The hallways were
decorated with some of the students work and upcoming holiday and seasonal
decorations. The lighting seemed a little dim, however, I blame the lack of
windows, there were only a few. The hallways were long and grade levels seemed
to be in different sections of the building. It looked very cute, clean and well
experience.
2.1. The school’s mission statement that I got from the school website is, “Stanford is
a Learning Community of teachers, parents, and students who are responsible for
the academic success of all students.” The motto from the school website is, “Yes,
Everyone Succeeds and it Begins with Me!” In addition, the students during
morning announcements would sing the school mission statement and motto. I
believe there was a lot more to it than that, and it included things like being kind,
respectful and thoughtful. It was a really wonderful sight to see. I felt like it
enforced the positive atmosphere and a good morale for school culture. Finally,
2.2. Staff and student interactions seemed friendly and caring. The office staff helped
students with getting tardy passes, helping other staff, and directing parents who
2.3. Formal practices like the bell schedule were pretty simple. The first bell rings at
8:55 a.m. and the final bell is at 3:26 p.m. The class that I observed was split. For
half of the day students of the one fourth grade class would be in one classroom
learning math and science, and then during the second half of the day would go to
the other teachers classroom and learn reading, writing and social studies. The
students would switch classes right after lunch. ELL students have time in another
class.
2.4. The student-to-student interactions always seemed very friendly and respectful to
one another. During class student would help other students with assignments,
and while lining up for class in the morning students would help each other with
2.5. I observed that some of Stanford school traditions seemed to be endless. From the
decorations in the hallways, to the spirit week fliers posted around, and to my
favorite part, the morning assembles where the students sang the mission
courtyard.
3.1. Mrs.Bosch always seemed very engaged and eager to help her students. She had a
very upbeat personality, and so did her students. Everyone also seemed respectful
Student Observations 10
classroom, because that was one of her classroom rules. Mrs.Bosch believed in
having her students do the work themselves, however she was willing to help
3.2. Student participation in the classroom was very active. The students would ask
questions, for example when they didn’t understand something, and then answer
questions if they knew the answer. During the warmups in the morning it was
really neat to see all of the students raise their hands to answer the question. The
classroom I got to observe was definitely focused and determined to learn the
material. Mrs.Bosch also had several revolving stations that gave her the
opportunity for more individualized instruction and interaction with her students.
I think the student and teacher relationship definitely benefited from this.
3.3. The overall tone of the classroom was upbeat, clear and concise. Both the teacher
and the students were able to talk and ask questions in an appropriate manner. The
believed reinforced her lesson and the learning of her students by asking the
students questions to see if they understood the material and directions of the
assignment.
Student Observations 11
During the interview part of the student observation assignment I really learned a lot. It
was a very insightful experience to be able to interview a teacher. I was even lucky enough to get
to interview a first year teacher. I felt like this was good because I’ve heard a lot of people say
that the first year of teaching is one of the hardest, so it was interesting to get a first years
My cooperating teacher's name was Mrs.Bosch. The primary reason she became a teacher
was because she adores kids. She loves the expression on a child’s face when they seem to “get
it.” The main challenge that she seems to be facing is keeping up with all the paperwork. This
not only includes all the lesson planning and grading, but field trips, parent contacts and
meetings, student evaluations and more. There is a lot of paperwork that comes with being a
teacher. Mrs. Bosch says that connecting with her students is the best part of being a teacher, and
I understand that complete. That is actually what I think the best part of the job will be as well.
She also says that seeing their smiling faces and hearing their stories make everything better and
When it comes to determining how students sit in the class Mrs.Bosch uses something
called the KAGEN Strategy. It groups four students together and labels two A’s and two B’s.
The two A students are higher scoring students while the two B students are lower scoring
students. In addition, these scores vary between the two A’s and B’s based of “high scoring” and
“medium scoring,” for example one A is considered a “high scoring” while the second A is a
“medium scoring” and the same goes for the two B’s. She also bases flexible group seating off of
Beyond standardized testing, some other types of assessments that Mrs. Bosch uses to
test her students include formative assessments and summative assessments. The formative
assessments are general test and grading assignments handed out throughout the week, and only
count for ten percent of the grading time; while the summative assessments take up about ninety
percent, and are the summaries the students do at the end of their reading journal each week.
Other types of assessments can include programs used in the classroom like IReadyReading,
Student Observations 13
RCBM and Maze. In addition, every two weeks progress reports are sent out to the parents,
which includes a detailed message about where the student is academically. Other than progress
reports, face to face interaction does not happen often with parents. The one’s that do come in
Grading is an important part of being a teacher, and there are a lot of things to grade.
When it comes to how long it takes Mrs.Bosch to do all of the grading it depends. For the most
part, formative grades are done once a week including the subjects involved in writing, reading
and social studies. While the summary of the grades are recorded twice a month. Overall, she
feels like she spends about three to five hours a week grading all sixty of her students. She told
me, “never go weeks without grading,” which is great advice because there are so many things to
document and record that getting behind by only a little will probably turn into a lot really quick.
When it comes to the time it takes lesson planning, she says it also varies. Per day, she
probably spends about forty-five minutes to two hours getting prepared either in the morning or
after school. She also feels that it takes about two hours or forty-five minutes to create the lesson
and activity coming up that is suited for the students. So when trying to estimate how long she
spends grading a week she says that it depends. She likes to be very detailed and critical while
making her lesson plans which can take some time. She also follows the D.O.K while making
her lessons, rarely encountering level four activities and mostly completing levels one through
three.
Procedures or strategies that Mrs.Bosch likes to use to maximize instruction time include,
“give me five,” or she says, “it’s my job to talk and your job to listen.” Some positive
reinforcement strategies include the homework reward chart, the treasure box, and one of the
Student Observations 14
most effective strategies is just plain positive praise. In contrast, for behavioral consequences,
she will do things like take points off, treasure box opportunities taken away, or lunch detention.
Mrs.Bosch is a first year teacher and doesn’t believe that she has begun to work with any
specialist teachers. However, she has been working with both the librarian and art teacher on a
cross-curricular assignment on Women’s suffrage, if that counts. As a new teacher she also gets
evaluated three times a year by a general or Standard Teacher Evaluation. She already had one
evaluation in September, and got one of the best scores which made her very happy. When it
comes to consequences for failing or getting a bad evaluation, she’s not sure what they are,
however she assumes that she would have to take more training classes and be more “under the
microscope” by the administration until there was improvement. A first year teacher also
receives a lot of support. Financially, she gets allowances and certain new materials like pencils
and paper each semester. Instructionally, there is a lot of staff support. She says the best thing to
do is ask if you need anything or have a question. Professionally, the school offers different
classes for training in things like gradebook, behavioral reinforcements, teaching multicultural
classes and free continuing educational courses. Mrs.Bosch also explained to me an opportunity
where the T.P.A raised enough money for the fourth graders to all go on a field trip this year
which while be an exciting learning experience for the students, but teachers and volunteer
parents, as well.
The thing that surprised my cooperating teacher the most was how time flies and then in
contrast how there also seems like there is not enough time. “Time flies when you are having
fun,” Mrs.Bosch says. That’s a very true statement. I would also like to add that I had a very fun
Student Observations 15
time in Mrs.Bosch’s classroom and the time definitely flew by. I learned a lot through this
interesting task. I actually found it a little challenging trying to watch a single student without
looking too obvious. However, I picked a little girl who was a little squirrelly, but for the most
part, always seemed on task. She would occasionally talk to her partner and group about the
assignment. To me, this was a good thing because she was comfortable and confident enough in
her answers to share them with her classmates. The little girl raised her hand a lot to answer or
I also really enjoyed being able to watching her share her comments and things with the
class. One of the days she had a piece of artwork with her that she had done in art class. She was
very proud of this picture, obviously, because she was showing it around to everyone and
couldn't seem to take her eyes off it. Mrs.Bosch and the other students around her encouraged
and praised her for her good work. It was really a wonderful sight to see.
● Assignment 7 - Summary
Student Observations 17
While observing Mrs.Bosch’s fourth grade classroom I have discovered that there are a
lot of components to being a teacher. From time management, to the students and the parents, to
the lesson planning and grading, there is a lot to cover. She had about twenty-seven to thirty
students in the class, and it’s a lot of work keeping all the students on task and not acting
squirrely. Mrs.Bosch did a good job though. The classroom the I got to observe was very
One of the pieces of advice that my cooperating teacher gave me was, “be ready for
change, because sometimes things come up and lesson plans have to be moved to later dates or
somethings have to be covered quicker than planned.” Therefore, teachers need to be flexible
with their lessons and their students. For example, on Monday, there was a counselor who came
in and wanted to talk to the students for twenty minutes. This was fine and Mrs.Bosch had
agreed to it. However, she thought it was the following week, and had already had a different
lesson planned for that day; so in response she had to move her lesson around and be adaptable
difficulty in the classroom; there never seems to be enough of it, and there is something new that
needs to be covered each day. A challenge with teaching something new is making sure that all
of the students are on the same page and understand the previous material. If not, then more
instructional time is going to be needed and set aside. All of the students will not be on the same
page at all times when it comes to reading levels and such. Intervention groups or centers can
help with instruction and getting students to understand the material better, however as much as
Mrs.Bosch wishes she could give each student the individual instruction time that they need;
Student Observations 18
time is a constraint and a problem. Therefore, as a teacher it will be my job to come up with
appropriate lessons and activities that maximize instructional and learning time for the students
Overall, I really enjoyed being able to have this opportunity during my associate degree
to be able to sit in on an elementary school classroom. It gave me the chance to see what the
work was actually going to be like in my chosen career field. One of my favorite parts was being
able to observe the school culture and watch the students in the morning do the announcements
and sing the school motto. I also loved being able to see the students be engaged in their learning
and work during this time. It made me excited about becoming a teacher, because I realized I
will be able to similar things someday in my own classroom which will be very fun. In
conclusion, I really liked watching the students interact with each other, and found the interview