Rebekah Lockaby

Educ 101
9 October 2013
School Observation
This week I was fortunate enough to observe two different classrooms who taught the
field of study I am most interested in. Both rooms were big and left plenty of room to move
about. This was a high school setting so most of the students belongings were in their lockers.
They brought only what they needed for one or two classes, most of what would then be stored
underneath of their desks. The teachers materials were either stored on their desk, on shelves, or
sometimes even on the floor. The types of furniture in the classroom were about thirty student
desks, the teachers desk, a table in front, and lots of bookshelves. At the beginning of class,
students had the liberty to sit wherever they pleased, and usually sat near friends. I noticed in
both of the classrooms that there were not many decorations hanging on the walls. I later found
out it had been that way since the school was remodeled in order to avoid damaging the paint.
On the walls were photos of other countries, maps, a grade scale, flags, a piata, and some
clothing from other countries. Overall, the comfort level of each room was very different, but
everyone seemed to be very fond of each other, and the teachers felt very confident in their
abilities.
After the bell rang, the teacher would initiate each lesson by giving a brief summary of
what was to be covered that day. The teacher would also end class, and usually gave free time to
finish the assigned homework. Each teacher used different technology and materials to explain
their lesson. One teacher used an old projector and a pen and projects made of cardboard. The

other used a newer projector to play movies and pre-made items. This was very interesting to
witness, because both teachers taught the same lesson. One thing they did have in common was
the use of the dry-erase board very frequently. Assignments included mostly work out of a
workbook and reading from the textbook. The students had no say in the assignment, but were
given leeway if the assignment was not completed due to lack of understanding. The workbook
would then become a part of class, and each right answer would be followed with some sort of
praise. The class was lectured as one unit most of the time; occasionally the students would work
in groups allowing them to find answers on their own. Both teachers were obviously experienced
in keeping the attention of their students either with jokes, or demands.
As far as rules go, each classroom was given a copy of classroom rules at the beginning
of the semester. One classroom had them posted on the wall in large print. The students did not
have a role in the rule making process. When a rule was broken, usually it was resolved with a
verbal warning. In one case a student was asked to stay after class to talk to the teacher. If the
rule cannot be resolved by the teacher, then going to the principals office was usually the next
step. Disruptions were a constant, especially with the lower grades. The teacher would again
either use jokes, or demands in order to keep the flow. Students in the high school level transition
to each activity in between passing periods, which are five minutes long. During instruction the
transition process was as easy as following directions and moving into groups. Lunchtime was a
bit confusing as it was broken up, and the students would be in class for about fifteen minutes,
and then went to lunch. Students stood in line, chose their food, and found a seat. After lunch the
students returned to class to finish out the seventy-minute class periods.
Daily attendance was done online through a specified program call information now.
Attendance was taken at the beginning of each class, and the teacher was called over the

intercom if they forgot. If the student was tardy, they received three warnings. After the third
tardy an after school detention was mandated. Homework was collected personally, or put on the
teachers desk. Homework was also handed back personally and usually discussed. The only
seasonal activity incorporated into the classroom, other than morning announcements, was
basketball. In one classroom they would answer questions then were given the opportunity to
score points if they were right. Testing included short quizzes for a few weeks, then a larger test
at the end of each chapter. Fire drills are given once a month, always randomly. During the
observation I was able to witness this firsthand. All of the emergency exits were posted on the
walls in each classroom, even though it seemed as though students were always well aware of
where they were going. Teachers brought with them an emergency bag that included a roster, a
piece of paper with green on one side, red on the other, and first aid materials. Teachers would
then make sure all students were present and held up the green side if they were. Overall, the
students were very involved in class, and there were several clubs and organizations to keep
students out of trouble. Every aspect was interesting and made me that much more excited to
become a teacher.