Classroom Observation Report

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Classroom Observation When I arrived at Casey Elementary School I was sure that kindergarten was the grade I wanted to teach. After my observation was done I knew that a higher grade was more appropriate for me. Working with such young kids at a close proximity had given me a better perspective of what grade and age I would be most beneficial and more comfortable teaching. Observing in the classroom has given me a larger standpoint about myself and my capabilities in the classroom.

Observing at Casey Elementary I received the opportunity to sit in two different classrooms of different grades. The first classroom I observed was Ms. Buchanan’s kindergarten class. Ms. Buchanan had approximately 17 kids in her classroom; all were ages 5-7 years old. The desks are in four groups with four to five chairs in each group. On the wall there is a picture of a boy and a girl, facial expressions, shapes, animals, colors, numbers 1-20, calendar and weather chart. Ms. Buchanan’s class is currently in Piaget’s preoperational stage as well as Erikson’s Initiative vs quilt stage. At 8:00 A.M. the children move from morning assembly in the gym to their classrooms. Walking into the classroom the children were instructed to remove their folders from their backpacks and turn in any papers sent home the night before. While doing this many of the kids got loud and started playing and touching everyone else’s belongings. The teacher quickly got control of them by saying I have an instruction. The children replied “ready”, she then repeated the instructions she originally gave and the children quickly put their things away and gathered on the rug. Ms. Buchanan started to talk about story writing and explained to them that story writing was going to be a lot like writing in their journals. Soon she began to ask the children what types of stories they could write about. Before Ms. Buchanan could even finish her story the children started shouting and yelling out different types of answers. Some of the examples the children gave were, driving in the car to Wal-Mart, Mc Donald’s, Chuck E Cheese, and riding on an airplane to Disney World. These different types of answers demonstrated symbolic function. “Symbolic function is the ability to use a mental symbol, a word, or an object to represent something that is not physically present” (Feldman, 2007 .p. 235). Ms. Buchanan loudly said “catch a bubble in your mouth”, all of the children quickly opened the mouths and closed them puffing out their cheeks as much as possible. After everyone was quiet Ms.Buchanan finished giving the children their instructions and told them it was time to go to the gym to practice for the Christmas play. As the children sat on the gym floor for approximately 15 minutes while the teachers talked about the play,...

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