Titus Luckhaupt

EDUC 101-22K-Introduction to Teaching

Dr. Karla Henderson
Observation 2
Effective School
Strong leadership was apparent in the school I observed. In daily planners I saw written
results of students progress. How quickly and efficiently students were learning was top priority.
The members of the administrative teams top concern was the students and making sure that the
learning environment was not only adequate but also comfortable for the students. The principle
would walk around the school talking with the teachers and students making sure everything was
running smoothly. Also he would send emails to the teachers reminding them of the vision of the
school. Not one time did I observe a problem too much for the school to handle, each situation
was handled in stride and delta with appropriately. An example of this would be one time I
observed a student not return to class in the right amount of time, and within a few phone calls
the problem was solved and everything was stress free in the moment.
Emphasis on basic skills was another characteristic I observed. Each student was
assessed on their reading and mathematics skills daily to make sure that their level of progress
was equally matched by their level of learning. Basically no student was made to do any school
work too hard or too easy for them. Frequent, systematic evaluation of students was a main perk
of going to this school. Like I eluded to earlier there was an assessment for every student to
monitor progress and form the level of the curriculum around the student. No child seemed bored
with their work, some 2nd graders were even doing 4th to 5th grade mathematics. In the hallways
art projects of the students and others work were on display for all the students to see.

Collegiality and a sense of community was also apparent in the school. In the
lunchroom teachers would share ideas as to how to teach various children with learning
disabilities. What happened in each classroom was a matter of the whole school and not just one
teacher. This was especially evident in a teachers meeting that I was able to observe in which
they were scheduling for a big thanksgiving day at school. They were all equally willing to help
each other out with task in each classroom and to pitch in with whatever food was needed for the
event.
Philosophies and Psychological Orientations
I observed the metaphysics philosophy at the school. The students were encouraged to
write and read about the facts instead of fictional stories. A grip on reality was pressed, not that
the imagination couldnt be used but logic was pushed. Whenever a student would answer a
question he would always be asked to explain why he answered the way he did, and to back the
answer with facts. Ethics was also strongly apparent and enforced in the school as far as rules are
concerned. Each morning in the overhead a voice would state that it is the students option to do
right or wrong. It was the option of the student to have a good or bad day. Also logic goes hand
and hand with ethics in the way they were both taught. A logical child would not want to
experience a bad day so in return they do whats right in the teachers eyes.
The main psychological orientation I observed was progressivism. The student was the
center of the education. They have options as to how they want to learn and when they want to
learn it. When the students are getting ready for individual activities the teacher gives them on of
four options to choose from. Eventually all options were completed by the student but it gave the
student a sense of freedom and power. All the teachers didnt necessarily dress up and all days

the principle wouldnt even wear a tie. The environment was very laid back and in the classroom
there was bean bags and pillows for any student to lay and read on.
Diversity
The school was not very diverse but as far as exceptional students are concerned there
were several ways to accommodate to their needs. Say for example a student is exceptional in
math but not reading the school would allow the student to do math at a 4th grade level but read at
a 2nd grade level. Also the teacher would tutor a student individually if the student was lagging
behind in a certain subject area. Diversity wasnt an area I was able to observe. A teacher told me
there was only one ESL student that she knew of in the entire school.
Interview Questions and Answers

What factors contributed to you teaching this subject (at this grade level)?
She has taught every grade from K-8 besides 6th and 7th, and taught 4th grade for
awhile and it was actually her favorite grade to teach, but do to the need to spread
out highly qualified teachers she took on teaching at the 2nd grade level.

What do you enjoy most about teaching this curriculum? What do you enjoy the least?
High ability cluster has the great opportunity to move students through advanced
classes. She does not like the literature at the 2nd grade level.

How do you select the content and skills to teach?

Based on standards, whats recommended by high ability, workshops, and

whatever is adopted by the school.

When do you plan -yearly, monthly, weekly, daily?

All the time, she makes a yearly plan in the summer, constantly readjusting daily,
and she sends a weekly news letter to the parents.

Do you integrate other subjects into your program?

She teaches all subject areas besides art and music. Whatever is needed to make
the class better is what will be integrated into the subjects such as more books.

How do textbooks and the official state and local curriculum shape your teaching
decisions?
Recently the school switched to the college and career curriculum and she has no
director for that.

Can you make your own decisions as to what to teach or is it already determined?
There is a lot of leniency in the school. The principal trust the judgment of the
teacher, but makes sure she sticks to the standard as a guide.

Do professional organizations affect your decisions?

The National Council of Teachers Mathematics, IAG (Indiana Association for

Gifted), and NAG (National Association for Gifted).

Do parents participate in curriculum decisions?

Not really, only the broad based planning committee.

Are selections for materials made by you or a committee of teachers?

There is a representative from each grade level that has a vote as to what materials
should be adopted. So, all the teachers from a certain grade discuss with the
representative and say which materials they would like to use and then the
representative votes on it.

Mapping the Classroom

Upon walking into the classroom my first impression was that the room looked a little
cluttered and disorganized, but after further evaluation all the students and teachers knew exactly
where everything was locate so it seemed to work out perfectly for the school. The teacher
explained to me how she liked to switch up the arrangement of the classroom every month or so
to keep the look fresh for the students. The classroom was very comfortable looking, items like
pillow and bean bags were in different corners of the room, the students would sometimes read
books on them. When the teacher would present her lecture to the students she would stand in the
front of the room so to be seen by all the students. All in all it was a nice class and most
importantly the students were comfortable in the environment.