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Running head: CLASS MANAGEMENT AND ROUTINES 1

Observation 3

Joselyn Navarro

Raritan Valley Community College

Professor Kimberly Schirner

April 14, 2019


CLASS MANAGEMENT AND ROUTINES 2

EDUC-212-03 FOUNDATIONS OF EDUCATION


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I. Observation #3:
Classroom Management and Routine

II. Grade Level and Subject Area:

Pre-Kindergarten

III. Setting:
Classroom type is inclusive general education, in daycare located in a suburban area with
one educator, one teacher’s aide and fourteen students. Of those fourteen students, six are
girls and eight are boys.
IV. Pre-Observation:

V. Data:

• The instructor has a schedule for each day. It is specific (activities are labeled and
time frames are given). However, schedule is not put on the board or available for
students to reference if needed.
• Day-to-day schedules are fairly similar with only some things switched.
• The class sticks to the daily schedule but it is flexible if change is needed.

VI. Analysis:

VII. Recommendations

VIII. Post Observations:

Personally, I feel that more data could have been collected on my part compared
to what I obtained last time. My teacher was very open to answering any of my questions,
but the answers were straightforward. I used the questions offered in the observation
descriptions but since some of the questions were answered as no, I left it at that. I should
CLASS MANAGEMENT AND ROUTINES 3

have come up with questions that could have incited more conversation or details. This
would have led to better data collection overall.
Since this observation is about planning, I should have asked to see the standards
that the children are expected to meet by the end of the year. This would have given me
more understanding of the reason for the activities and lesson flow. Moreover, I could
have also understood what was expected from the owner when it came to lesson plans as
the ones that I was presented with seem to be different than what I expected. It was
difficult to get some information on planning as it is set up in a fairly simple manner by
the teacher. I did not think there was a lot of data I could gather due to this, but it could
also be due to my broad questioning.

IX. Citations:

Dean Arnold, V. (2010, January 20). Planning for effective instruction. Retrieved from
https://www.tandfonline.com/doi/pdf/10.1080/08878738809554938?needAccess=
true
Hasan Coşkun. (2018). Description of a Model for Lesson Planning on Peace Education
in Teacher Training. Journal of Education Culture and Society, Vol 9, Iss 1, Pp
118-142 (2018), (1), 118. https://doi.org/10.15503/jecs20181.118.142
Jones, S. (2018, January 29). 3 Reasons Why it is Important to Plan Lessons. Retrieved
from http://resources.eln.io/3-reasons-lesson-planning/
New Jersey State Department of Education. (2014). Preschool Teaching and Learning
Standards. Retrieved from https://www.nj.gov/education/ece/guide/standards.pdf