Classroom Observations Kyle Thompson Hagerstown Community College AS.EDU Education: AS

1. Classroom ObservationsKyle ThompsonHagerstown Community CollegeAS.EDU Education: AS

2. Observing Teacher Reflection • Teacher Values: • Student Comprehension • Not only saying what answer is correct but WHY? Answer is correct • Restating lessons that were covered previously that apply to certain questions Methods for Presenting Lessons • Begin with a warm- up pertaining to items covered the day before and incorporating in items from up- coming lesson • Use of Overhead Projector, graphing calculators, worksheets • Worksheets were hole punched so they could be easily added to students notebook • Beginning of Class- Warm-up, quiz, go over homework • Middle- Begin teaching next lesson, complete/ check worksheets • End- Complete final “wrap-up” problem together as a class • How were Students kept on Task? • Students were allowed to work with partners or groups for some parts of the lesson • Students were given extra credit for contributing to discussions • How did the Teacher Assess Learning? • Students were called on and asked to share answers on overhead projector • Teacher always made herself available for questions • Students were called on to answer questions • If incorrect teacher explained to the students how to find the right answer

3. Observing the Classroom Reflection • Physical Layout • Overhead and Teachers desk in the front of the room • Student’s desks arranged 5x5 in the front of the teachers desk • Large table in the back of the classroom • Curricular Activities and Classroom routines • Warm-ups posted in the front of the classroom • Homework assignments and objectives can be found on the big cork board at the back of the classroom • Calculators can be found hanging to the right of the classroom available to the students • Classroom Management • All student’s desks are directed toward the front of the room where the teacher teaches • Desks are close to the front of the room and most of students very visible to the teacher • Student-to-student interactions • Desks not terribly far away from each other • Desks can be easily pushed together to form large groups for some activities

4. Student-to-teacher interactions • Lanes and spaces between desks so teacher can maneuver to different students to help them with assignments • Big table at the back of the classroom so the students and teacher can sit together and work if student needs extra help

5. Observing Student Reflection • Physical Appearance • Short Hair • Glasses • Regular clothes (nothing fancy or designer) • Very skinny/Small • Hispanic • Language Skills/Social Interaction • Very loud and talkative • Always around other people • Motivation/Attitude • When separated from others student is on task • Always making remarks to the teacher • Agreed to behave when talked to one-on-one • Didn’t always misbehave • I was Motivated… • Although student showed off and misbehaved he was very apologetic to teacher after class • Just because a student may be labeled as “bad” it may not be the case • Learning Strategies • Listened closely when teacher talked • Focused when attempted, but was easily taken off task

6. Multicultural Education Reflection • Strategies to support ELL students • Poster Assignment • Comparing France to U.S. by organizing their characteristic into categories • Summary Assignment • Cultures gaining U.S. citizenship • Independent reading • Sections on shelf labeled “Planet Earth,” and “Other Countries” • Bilingual Education Model • Transition Program • Depending on severity of the case student would mainly stay in the classroom • If necessary translator is brought to help student with communication • Activities may be done in their native language

7. Observing Title I versus Non-Title I • Title I • How I felt • A great mood • Everything was very easy to find • Right away was let into the building and shown to the main office • Features for students safety • Police officer roamed the halls between and during classes • Teachers stood outside of classrooms while students switched classes • Had to be buzzed in • Office sat directly in front of entrance doors • Received visitors pass • Welcoming Atmosphere? • Very Welcomed • Teachers and office workers were very nice • Teacher was more than happy for a visitor • Sent out e-mail and was granted permission in the same night, to visit class for the next morning • Teacher had me involved to help even though we basically just met • Literacy Environment? Child-Centered learning? • Students were assigned into partners • Type of game consisting of a board with pockets containing questions • Students were offered reward if the problems were completed

8. Non Title I • How I Felt • A bit nervous (that I had everything required for visitation) • Features for students safety • Had to be buzzed in at front door • Couldn’t observe without college I.D. and note from teacher • When I arrived for visit no one was interested in seeing the letter • Welcoming Atmosphere? • Seemed unwelcoming at first • A student was instructed to show me to the designated classroom • Very colorful school with painted pictures all over walls • Teacher was very nice and welcoming • Literacy Environment? Child Centered Learning? • Students worked alone for beginning of lesson • Picked partners • Used map of Maryland, and ruler to determine distances between to places

9. Enrollment • Title I 788 • American Indian/Alaska Native 1 • African American 166 • Asian/Pacific Islander 19 • White 545 • Hispanic 57 • Girls 390 • Boys 398 • Non-Title I 651 • American Indian/Alaska Native 0 • African American 37 • Asian/Pacific Islander 25 • White 567 • Hispanic 22 • Girls 332 • Boys 319

10. Attendance Rate • Title I • American Indian/Alaska Native * • African American 94.7% • Asian/Pacific Islander 98.1% • White 95% • Hispanic 96.4% • Male 95.5% • Female 94.7% • Special Education 94.2% • LEP 96% • FARMS 94% • Non-Title I • American Indian/Alaska Native * • African American 96.4% • Asian/Pacific Islander 98% • White 95.8% • Hispanic 96.4% • Male 95.9% • Female 96% • Special Education 95.7% • LEP 97.5% • FARMS 95.3%

11. Teacher Qualifications • Title I • Standard Professional 42.3% • Advanced Professional 57.7% • Classes not taught by highly qualified teachers 7% • Non-Title I • Standard Professional 24.4% • Advanced Professional 75.6% • Classes not taught by highly qualified teachers 4.6%