Lynn Heile

Dr. Henderson
Education 101
October 2, 2013
Classroom Observations: Experience 1
1.
During my first observation experience for EDUC 101, I visited five different
classrooms of sixth grade students. The first details I observed in the classrooms were
the use of space and equipment. Almost all of the sixth grade classrooms that I visited
were similar in size and set-up.
All classes had 18-25 students spaced in double columns between which the
teacher would pace and instruct when not doing so at the board. The hard metal chairs
and desks made for a clean classroom, although not a comfortable one. Students kept
their books, bags, and personal items in lockers in the hallway and only brought what was
needed to class. Classroom supplies were located on bookshelves that ran the length of
the room. These included workbooks, novels, dictionaries, and folders in which to gather
homework. Almost all of the teachers had their desks and filing systems at the back of
the room. Each classroom had a few posters on the walls, although I didnt see student
work displayed anywhere. Except for two student computers, no other furniture or
special space adorned the rooms for anything but total group learning.
Each classroom was equipped with a computerized projection system and
interactive tablet that seem to be highly utilized. The teacher would bring up problems or
visual examples on her computer which would then be projected onto a screen that was
pulled down in front of the board. She could use the tablet to work out the problems or
otherwise manipulate the image, and it would automatically come up on the screen.
There were many other applications that the tablets could be used for as well. One
teacher even let students use the tablets to record their own movies for public service
announcements on bullying.
I could easily see the reasoning behind the classrooms organization. The desks
were easily accessed by teachers and students, and supplies were always within reach.
The atmosphere seemed very efficient, streamlined, and slightly rushed. I did not feel
comfortable because of the sterility of the environment. Overall, I gleaned that there was
not much room for student or teacher personality.
2.
I also perceived how each of the sixth grade teachers organized their classrooms
for instruction. Except for one glaring exception, all the teachers I observed organized
their lessons in either a lecture format, or in a direct instruction, step-by-step format.
However, I did not think this a lack of creativity on the teachers part as much as a lack of
time and freedom with the curriculum.
The teacher would generally have review problems or a worksheet on the screen
before the students came in. Many times the lights were already dimmed as well, which
made for quiet transitions into the room. Most lessons were displayed by transmitting

material from the teachers computer to the overhead projector. The use of the
whiteboard varied from teacher to teacher, but I saw little employment of it overall. After
the students found the answers to the review problems, the teacher would then begin a
new lesson by simply announcing the page number of the book they would be reading
from that day, and all students would turn to that page. The new skill or concept would
then be explained, and examples provided. Together, the class and teacher would solve a
few problems, and the remainder of the time would be spent clarifying concepts and
answering questions. The lessons were then capped with a worksheet or assignment to be
completed at home. The only types of assignments that I observed being given were
worksheets or problems out of the book. One teacher did mention that essays would be
expected from the students sometime during the year.
A projected voice and strolling about the room allowed teachers to hold students
attention, supervise work, and minimize disruptions. Students were rewarded for correct
answers with praise or small pieces of candy. Although students seemed to have little say
over rules and assignments, they were rewarded creatively for extra work or effort.
Popular incentives included sitting at the teachers desk, donuts, candy, and nohomework passes.
3.
I addition, I noted that the classroom management plan was one of the most
important aspects a teacher could establish. Without it, utter chaos could ensue. A
teacher would spend so much time correcting students that no time would remain to
teach.
At the beginning of the year, all classroom expectations and rules were sent home
to be signed and returned by the students parents. The school wide discipline policy
consisted of green cards which were handed out if an infraction of rules occurred. A
student could receive a green card for late homework, tardiness, poor behavior, or other
circumstances. Three green cards earned a parental notification. More than that could
lead to detention or suspension.
Most teachers, however, seemed reticent to use the green cards and much
preferred to take care of problems themselves, if possible. I saw teachers subvert
negative behavior several times with only a sharply called name and a signal to stop.
They all seemed to have this sixth sense about quickly squashing out anything that might
lead to mutiny. Because of this, all of the classrooms that I visited seemed to be well
controlled, and students were quiet and ready to learn. I concluded that the students
already knew the behavioral limits established by their teachers and school
administrators.
One method of management that all the teachers shared was pacing the classroom
isles. This seemed to be the primary way students were discouraged from negative
behavior. As I mentioned before, this allowed teachers to hold students attention,
supervise work, and minimize disruptions. Transitions were made quickly and fairly
quietly. Because this was the sixth grade, one could tell that the school rules had been
ingrained long ago, and there were few disruptions. I was pleasantly surprised by the
model behavior most of the students exemplified.

4.
It was easy to discern how classroom and school routines affected the efforts of
the students to learn and master concepts quickly. Much time would be wasted if
students had to be told every instance something was required of them. The
establishment of routines helped advance a cooperative environment and a chance for
students to know what was required of them for achievement. Routines also afforded
more time for instruction.
At the beginning of every class, roll call was taken via computer. Any late
admittance required a slip from the office. Next, homework would be collected. This
varied by class somewhat, but most teachers collected it in a specific class folder to be
graded later. Some teachers handed graded papers back right away, and others collected
them all week and sent them all home on Friday. Still others had students grade each
others papers. Tests were taken during class in paper format, and graded and returned as
soon as possible.
Fire drills were practiced on a regular basis and had a strict protocol. Students
were led outside in silence to the side yard and lined up in rows according to class. The
teacher would then take roll call and hold up a green card if all students were present. A
red card would be held up if a student was missing. That allowed administration to
quickly identify a student might still be inside the building.
At this school, students had an activity period. This was a time when students
could attend club meetings, such as SADD, or band. Anyone not in those activities
would stay in the classroom and work on homework, seek extra tutoring help, or read.
This was also a time that teachers could prepare lessons for the next day and catch up on
paperwork.
If students and teachers werent aware of these established routines, an incredible
amount of time would be taken away from actual teaching. An instructor might get too
overwhelmed by paperwork if she didnt establish a schedule for herself to complete it.
Students, of course, would not know what to expect, and would spend inordinate amounts
of time accomplishing nothing. Students feel more secure and able to excel if they know
what is expected of them. Routines are necessary to advance as much time as possible
towards learning, as well as the expectation that all can succeed.
I felt that my first observation experience in this school gave me a tiny glimpse
into the world of teaching. I left with concerns about the pressures laid upon teachers to
prepare the students for I-step testing and the obviously overwhelming paperwork.
However, I realize that two days is far too short of a time to acquire an entire picture of
teaching. I find myself eagerly awaiting my next observation experience. I look forward
to delving further into this profession and learning the unique ways I can bring my talents
into the classroom. Unlike many sixth graders, I cant wait to get back to school.