Guided Observation 1

1. Record the number of males, females, and ratio of ethnicity within the classroom.
a. The school I was working at is the alternative school for Jefferson County, the
number of students, both male and female, fluctuated as time went on as well as I
was part of multiple classes with different numbers of students since they are on a
rotating schedule. In the lower grades the numbers where higher, the largest class
I worked with was 15 students at the peak with 3 girls. The lower grades also had
a higher number of ethnic diversity, one class had 4 Hispanics. There was one
African American student in the 11-12 grade class. This class also had the highest
percentage of females at 50%.
2. What are the developmental levels of the students within the classroom you
are observing?
a. Most of the students in the lower grades had IEPs, mainly ADHD, there were two
in the 8th grade class with severe learning disabilities. BR was on a 1st grade level
for reading and math, when we had to work on multiplication we would use a
modified version of each lesson that would have colorful pages and activities on
each one so he would try his best to complete them. He was a transition student
from a residential facility and the other student that was on the same level had just
been entered into the program and they sent him there for close evaluation.
3. How is the instruction modified to meet the diverse needs of the students?
a. The teacher had multiple topics to teach within each period, she would divide the
time each day based on the level of need in each topic. If there was a student who
required more help or modifications, she would try to find ways to make the
lesson more on their level though at times it was extremely hard. If I was preset
she would place me with the student for help but if I was not, there was a student
in the high school class who was completely done with all his credits for
graduation that would help struggling students.
4. Research the school and the Tennessee State Government web site to obtain information
about the school community, school report card, and school population.
a. This school is not listed on the state website due to the fact no students are
actually enrolled in it. All students keep their enrollment at their main campus and
attend classes there so that when they go to college or try to find a job, their
actions as a minor do not affect them.
5. What are the specialized programs/activities found within the school that would assist
special needs children, those who need enrichment activities, or remediation? List the
specific programs that are available.
a. Every morning they start out with intervention for the students who were in need.
They also have a full-time aide for the special needs student, she works with each
one as they come through English.
Guided Observation 2
1. Describe the technology located in the room for teacher/student use? How is the
equipment utilized?
a. The room had computers for the students to use during down time and easyCBM
testing. There were also iPods in the room for activities if the students behaved
well throughout the week. Laptops were provided because the number of students
would sometimes outnumber the computers and would have to be used for
additional testing. The 11-12 grade class had very few students in need of math for
graduation or that semester so they would use the computers to work on the lass
work that is not offered at the school.
2. 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?
a. Each classroom had computers along at least one wall, the class I was in had
dividers between most of the computers so that students could not see what the
other was working on. The desks all faced forward the Promethean Board and
white board with spacing between each student. There were only two windows in
the room and the door was to the back of the students. The teachers desk was
located to the side of the desks where each student could be seen. The reason for
this layout was that these students are at an alternative school and communication
is to be a t a minimum between them. It helped to keep them as quiet at middle
schoolers or high schoolers can be kept. It was easy for the students and teachers
to get around because there was nothing located in the isle ways.
3. Instructional Displays: How are bulletin boards and wall space utilized? Does the
utilization support instruction, routines, and information?
a. Mrs. Clowers class was the only truly decorated class. She had a sentence
organizer that had the assignments for the week displayed and posters around the
room with math terms and formulas. She also had the classroom expectations
posted where all the student could see them. Every room had an earned days
board that told the students how many earned days they had and how close they
were to returning to their main campuses.
4. 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?
a. The expectations were very high for the entire school. There were to be respectful,
not get up without permission, no speaking without permission, no inappropriate
comments, etc. these rules were enforced by point sheets. Each student would
start off the day with 200 points and each rule broken had different amount of
point deductions. If a student lost more than 50 points then they did not earn their
day. There were constantly interruptions and the students seemed numb to them.
 The most distracting interruption was when a student had a seizure, the other
students reacted and were still expected to hold to the rules after the child having
a seizer was removed.
5. 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?
a. In the class, she had what was called Clower Cash to reward the students for
every good thing they do, be it not losing any points or contributing relevant
information to the discussion or lesson. When one student would be rewarded for
being able to find the answer correctly without the calculator, the other students
would try to do so as well. On Fridays they were allowed to spend their cash on
food or drinks and throughout the week they could buy a calculator or sit next
to a friend.
Guided Observation 4
1. What routines have been established to take attendance, deal with previously absent
students, and handle tardy students?
a. Each day the students had to be in the classroom by 7:20 am or they were
considered tardy and had to report to the office to be checked in, wanded, and
have points deducted. If students were on time then they would come in, take off
their jackets and hang the in the designated spot until dismissal, be wanded (each
student had to go through a security check point with a metal detector and remove
anything from their pockets which the referred to as wanding), and turn in their
signed point sheets form the previous day. The teacher would count students
present as they were wanded.
2. What observations can you make about transition times, i.e. changing from one activity to
another?
a. During transition from check in to breakfast the students would be rowdy until the
teacher made the point sheets for the current day, though once she had them made
they would instantly quiet down. In between class transitions they would line up
at the door and level four students, the ones closest to returning, would transport
the point sheets to the next teacher. If point sheets were tampered with the student
responsible as well as the one transporting the sheets would lose their day.