Runninghead: CLASSROOM OBSERVATION

Classroom Observation
The observation was conducted on the 9th of October in a Special Day Class (SDC) that
consisted of 11 students. The teacher, Mrs. Hawes, has two instructional aides that provide
assistance with teaching curriculum and monitoring behavior. The students were separated into
three groups. The first group, which consisted of four students were working with the
instructional aide on arithmetic problems involving basic addition and subtraction. The second
group, which consisted of three students were working with the other instructional aide on shape
recognition. Mrs. Hawes was working with four students who were working individually at their
desks. These students were catching up on work they had not completed. Mrs. Hawes provided
individual instruction as she went from student to student. Mrs. Hawes and her instructional
aides incorporated a variety of teaching strategies to keep the students engaged. All three
incorporated adjusted speech by paraphrasing and pointing out important concepts. An
ecological strategy was incorporated by utilizing examples from home that students could
identify with more easily. Students were also encouraged with hands on active participation
through the use of manipulatives or visuals. Tactile objects were used in shape recognition to
help the students associate shapes with ordinary objects. Math skills were reinforced by using
the game Chutes and Ladders. Graphic organizers were also placed throughout the classroom.
At any given time, the class appeared to have two or three students off task. The teacher or
instructional aides would utilize verbal redirection most frequently. However, eye contact, close
proximity, and a gentle touch on the arm or shoulder was also utilized. Attention breaks lasting
two minutes were also enforced. When the class was ready to transition, the teacher would front
load the students on what she wanted them to do. This involved putting work away and getting a
certain textbook out of their desk or what she expected when they were lining up to go to recess

CLASSROOM OBSERVATION
or lunch. The teacher and instructional aides set a tone for a cooperative learning environment.
However, inconsistency was evident in the way discipline was conducted. At times a student
would exhibit a behavior without a consequence and at other times he would be disciplined.
This can be attributed to the multitude of behaviors occurring in the class and the limited
attention available for each student on a continuous basis. Discipline for the more severe noncompliant behaviors would require the students to change their clip to another color or sit in the
corner until the student gained control. Recess or lunch was also shortened so the student could
make up the work that was not completed in class. To reinforce on-task behaviors the teacher
incorporated a token reward system with a bean jar on each students desk. Students were also
allowed to select a toy and play quietly in the back of the room if they finished their work early.
Students were also acknowledged with praise for their good behavior. The students appeared to
enjoy the slightest positive attention.