Running head: CLASSROOM OBSERVATION

Classroom Observation

CLASSROOM OBSERVATION Classroom Observation The observation sight chosen is known as The Blake Street Early Learning Center it offers pre-k and kindergarten classes. Miss. Reeds kindergarten class is the observed classroom; the class consists of 15 children ranging between five and six. As the children arrive each child places his or her backpacks and other belongings into his or her designated cubby. Children are provided with a couple of options, children can set at table

were a pre-packed breakfast is waiting, children may choose to go into the music corner and sit and listen to classical music or have quiet time in the dimly light corner and relax. It was surprising to the observer how quickly the children seem to be make selections about where to spend breakfast time. After breakfast the children gathered around Miss. Reed on the reading carpet to review the days events, this prepares the children for the day and informs them of what is expected of them as the day moves along. Once the schedule of the day has been reviewed, Miss Reed shares a book with the classroom. Class Description Miss. Reeds class is brightly colored and decorated. In the reading corner there is a long painted scene of a large tree and children of diverse backgrounds playing on and around the tree. The bookshelves are brightly colored and are strategically placed to divide the classroom into its various labeled corners. The floors in the reading area is carpeted in the reading corner is brightly colored hand prints with numbers on the palms of the hands. The circular desks have numbers and letters boarding the tables edges in primary colors along with matching chairs. It may appear that a classroom of 15 kindergartens and two adults would be disorderly. However, the classroom has an organized flow to it.

CLASSROOM OBSERVATION Developmental Stages After Miss. Reed has completed story time the children set at the round tables according to group colors. The red team worked on writing skills, the blue team worked on reading skills and the green team worked on vocabulary words. Miss. Reed provided each team with instructions for each teams assignment. The children appeared to be understood the directions given by Miss. Reed. The children all appeared to be developmentally on target and were complete the tasks and assignments required of them without much help from Miss. Reed. However, this class

observation is on the final week of school and the children have had plenty time to become familiar with the assignments. The children appeared to be cognitively, physically, emotionally, and socially appropriate with the work assignments. Typical and Atypical Behaviors It is the belief of the observer that if this observation would have taken place in the beginning of the school year more atypical behaviors may have been seen. However, this observer did witness one student who appeared not to want to do the assignment his team was working on. Although, I am sure this student was not the only student who did not want to do the assignment, this student through his pencil on the table and pushed his chair away from the desk. When Miss. Reed informed the young man who he would not be allowed to partake in recess if his assignment was not completed, the young man was not fazed and refused to complete the assignment. This would be considered atypical behavior at the end of the school year considering at this point the child is aware of what is expected of him and has done the work in the pass. This could be the results of the child acquiring some displaced anger, maybe a student during the previous activity up set the child. On the other hand the child could be having difficulties with math and embarrassed to ask for further assistance.

CLASSROOM OBSERVATION Reflection After the observation the observer remembered how, she once thought the teacher was the only person smarter than her mother. The observer desired to be a teacher for the opportunity to

help shape the minds of tomorrows future leaders. The observer was reminded of a time when she was in kindergarten and everything seems new and exciting. The observer was also reminded of how insecure and frightful those first few weeks of kindergarten can be. The overwhelming feelings that often flood the minds and hearts of kindergarteners has to be sooth by both parents and teacher who can be supportive and nurturing. Nature and Nurture The observer believes that nature and nurture are both equally important in a childs development. Nature supplies individuals with certain characteristics and nurture shows individuals how to exhibit the characteristics. For example, in Miss. Reeds class every morning the class recites the schools pledge and each week one student leads the class in the pledge. One student likes to sing and as a result Miss. Reed allows the student to sing the pledge when her turn comes up. Miss. Reed is only nurturing the students natural given characteristic to sing. Teachers can encourage and nurture students positive characteristics as well as nurture negative and misguided characteristics to ensure they become positive characteristics.

Culture Aspects Blake Street Early Learning Center celebrates annually diversity by having culture night. During culture night students, teachers, administrators, and parents are encouraged to share their

CLASSROOM OBSERVATION culture background through cultural meals, traditions, and clothing. The lobby, office, classrooms, and common areas are decorated with pictures that reflect diverse cultural backgrounds. Theory While observing the children it was noted that when the children learned something new, they appeared to compare it with something they already had knowledge about. For example, Miss. Reed was reading a story about the care required to take care of un-hatched chicklings, one of the students was relate the care of the un-hatched chicklings to that of her baby sister. Implications Miss. Reed has created an atmosphere that promotes learning with excitement. She also can make every child feel as though he or she is the most important person in the room. These are abilities the observer want to incorporate into her classroom.