Context Statement

Type of Artifact: Guided Observation #2

Date: Spring, 2017
Courses: EDUC 2300 Introduction to Education
Description: This is the second guided observation I was required to complete for my
EDUC 2300 Introduction to Education class. It is based off the classroom I observed and what I
would like my classroom to look like one day.
 Guided Observation #2 Physical Arrangements
Name: Anna Johnson
Date: Spring, 2017
Course: EDUC 2300 Introduction to Education
School: Talbott Elementary School
Instructions for the observer: First, draw a map of the classroom you were observing, including
seating arrangements, placement of furniture, computers, telephone, and other equipment. Give a
brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional
displays, management, and motivational elements. Then design your own perfect classroom.
1. Draw classroom map:

2. Effectiveness of:
a) Technology: Describe the technology located in the room for teacher/student
use? How is the equipment utilized?
The classroom I had the privilege of observing had a promethean board located
beside the teachers desk. Mrs. Evans would plug her laptop into the board and use it
to teach interactive math and science lessons. The students would get to take turns
answering questions and manipulating math problems with their fingers on the board.
b) Traffic Patterns: Describe the arrangement of student desks in relation to the
teachers desk, chalkboard, overhead, windows, and door. How does the
arrangement affect, positively or negatively, the traffic flow of students, teacher
movement and monitoring, possible activities for instruction, and discipline?
The class I observed did not have individual desks, but instead had six small tables
that seated four students each. There were two rows of three tables each in front of the
teachers desk, so she could monitor all the students from her desk at all times. The
windows in the room were over beside the students cubbies, and did not affect the
 seating at all. The tables did affect the flow of traffic somewhat only because one had
to go around them and through them to get to the other side of the room.
c) Instructional Displays: How are bulletin boards and wall space used? Does the
utilization support instruction, routines, and information?
There were no bulletin boards on the walls in Mrs. Evans classroom. However, she
did use her walls to display the students sight words they were working on and track
which students had mastered which words with a fish chart.
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 preventative discipline?
At the start and end of every class Mrs. Evans would have her student seated at their
tables working on something to keep the occupied. One of the phrases she would
utilize frequently was down to business to remind them to be quiet and get their
work done. During interruptions to class she would often remind them to stay focused
and busy with their project they were working on at the time of the interruption. The
consequences of unacceptable behavior would vary, depending on if it was an
individual child or the whole class struggling. If it was an individual child, he or she
would have some time out time during recess. If it was the whole class they would
usually lose points, which meant it was going to take them longer to reach their goal
and have a bubble party or bouncy ball party.
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 reward system for academic and good behavior depends on if it is for an
individual student or for the entire class. For an individual student, he or she would be
allowed to choose one prize from the treasure box. For the entire class, they would
gain points to receive their bubble or bouncy ball party. Usually the students would be
rewarded publicly because it made the other students try hard to imitate the behavior
of the rewarded student. I do not recall any moments of private reward.
3. Draw your ideal classroom: