Guided Observation Two Physical Arrangements:

a Technology: Describe the technology located in the room for teacher/student use?
How is the equipment utilized?
The technology in the classroom was the projector, and the television. The only object put
into use was the projector. The projector was used to explain assignments as well as watch
movies.
b Traffic Patterns: Describe and the arrangement of student desks in relation to
teacher desk, chalkboard, overhead, windows, and door. How does the arrangement
affect positively and/or negatively traffic flow of the students, teacher movement
and monitoring, possible activities for instruction, and discipline?
The desks are pushed together in a group of four students facing each other. The teachers
desk is to the side of the room in front of the students next to the board. The traffic in the
room is slow because of some seats being close together; the students have to go out of their
way to move around. The teacher never really goes in-between the desks and just goes
around the group of desks.
c Instructional Displays: How are bulletin boards and wall space utilized? Does the
utilization support instruction, routines, and information?
All spaces are utilized with posters about history, and the board is used for the students Bell
Ringer which they have to do the moment the bell rings. The teacher also has a board next to
the door with the homework the class is expected to do. This does support instruction,
routines, and information.

d Classroom Management: What do you observe as the expectations regarding

behavior at the start and end of class, as well as behavior during interruptions?
What are the consequences for unacceptable behavior? What variables do you note
that have a bearing in classroom control? What evidence do you see, if any, to
manage such variables as a means of preventive discipline?
The teacher expects her class to behave and rewards them with a trip outside if they do. If
certain students do not behave they get written up, and if this carries on the teacher removes a
letter in RESPECT written on a board which represents their behavior. When the word
(RESPECT) is spelled all the way out the students get their trip outside.
e Motivational Elements: What is the reward system for academic and/or good
behavior? Under what circumstances do you see students rewarded publicly in the
classroom? What about privately? Do you observe instances of negative
reinforcement by teacher or peers?
The good behavior is represented through the students RESPECT board. The academic
aspect is not seen in public. The teacher does congratulate them and tell them that they are
doing a great job in private.