Formal Observation Report 1

Formal Observation Report #2

Brennan Dillard

Chico State
Formal Observation Report 2

Abstract

This report is being written based off of my video observations of instructors performing

in a teaching environment. These observations are part of my requirements for passing my

EDTE-255 class, and the platform being used throughout this course is the website ATLAS.

Formal Observation Report #2

Diversity is a massive player when it comes to creating and developing understanding

amongst a group of people. Differentiating points of view in a crowd allows for a broader

perspective on whatever it is they face, as compared to another group that is rather

homogeneous. It doesn’t matter if it be racial, socio-economic, gender, or religious diversity,

any variation amongst the members is healthy for any group of people who are trying to

function successfully. This attitude is especially important when it comes to the classroom, for

we know very well how much influence a child’s world view is impacted by the peers they’re

surrounded by. In the videos we were assigned for this particular observation, it was apparent

that these classrooms consisted of students who all seem capable of bringing a unique point of

view to the table. Although 2 of our 3 classes were quite unvaried when it comes to race, we

see individuality amongst the students that goes much deeper than one’s skin color. For

example, in the video titled, “Case #1080 Understanding Why Scientists Investigate the Natural

World”, we see a class that spans 3 different grades. The students are either in 10th, 11th, or

12th grade, and this offers the class a spectrum of knowledge and understanding which is

conducive to growth amongst the individuals and the class.

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The teachers we observed also seemed to be entirely aware of the importance of

making sure that every student is included in the activity. A very common theme throughout

the lesson plans in these videos is the idea of having a class discussion and then breaking up

into smaller groups to explore things more thoroughly. After the students are in groups, the

teachers then go around and check on each unit to see how the students are comprehending

the work. In my opinion, this is a phenomenal way to make the students truly feel like they are

contributing to the activity. Many people face fears and anxiety when it comes to speaking in

large groups, so the more intimate setting allows for those students to operate more

comfortably. Also, when it comes to the styles of lesson structure used by the various teachers,

students appear to be most receptive to technology based learning. I think technological

understanding is a literacy that most modern students possess today, and in a sense it is a

language that they are more capable of understanding compared to the traditional methods of

schooling.

For the most part, the students we observed appear as if they are engaged with the

various lessons that were put before them. The instructors explain in their commentary how

they design these particular plans based on interests the students have shown in the past. In

my eyes, this is a wonderful way to keep a classroom dynamic and ensure that it’s keeping up

with the needs of the students. On top of that, you’re more likely to receive willing participation

from the class when it comes to the activity. A solid example of this can be found in case #1451:

“Determining Character Traits Using Quotes from ‘The Lightening Thief’ Novel” where we see a

teacher who is having her students analyze characters from mythological tales. In the

commentary she explains how her students showed great interest in a book about the myth of
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Demeter and Persephone, so she used this enthusiasm to structure her lesson around. This

enthusiasm is evident in the behavior of the children in the video. They were all participating

and giving thoroughly thought-out answers, which is a strong indication of students being

engaged in the subject matter. They also incorporated iPads into the activity which maintained

the attention of the class.

Another virtue that was well-expressed by all of the teachers we observed this week

was a focus on the student’s who have a harder time keeping up with the class. Even though

the classes consisted of students who were less capable than the others, this doesn’t mean that

they are left behind in any sense. Instead, we see our teachers cater their lessons towards the

needs of the challenged students, and this allows for everyone in the class to feel like they are

making academic progress. Evidence of this can be found in the video titled, “Case #2004

Planning Citizenship Skits.” Here we have a teacher who is helping her students practice their

collaborative conversation skills, and her class is made up of 22 native English speakers, along

with 3 English language learners. In her commentary, she explains how she pays extra attention

to those 3 students who are still learning the language by using sheltered instruction across the

curriculum. This means using models to help focus on a students vocabulary development by

building off of their previously obtained knowledge. This is a prime example of what it looks like

for a teacher to be thoughtful and caring to those students who need the extra support.

Also, it didn’t seem as if they were any examples of students being excluded from a

particular lesson. I’m sure it’s an occurrence that most teachers eventually end up facing

throughout their careers and it must quickly be met by an effort to make sure that student is

included in all of the other lessons.

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The particular teachers that we observed for this report all displayed a wonderful skill of

using the diversity in their classroom as an opportunity to create unity amongst the group. It’s a

dangerous situation when children start forming divides based on social categorization, and we

will continue to see wonderful progress in our social landscape if we celebrate and promote our

diversity.

Reflection questions:

What have you learned about diversity in the classroom based on the videos you have

watched and your prior experiences with K-12 education in California?

Diversity in the classroom is something that we are seeing more and more of as the world

keeps globalizing, and from where I stand, this is a very good thing. I went to school in the Bay

Area, so being around different types of people is something that I have been accustomed to

my whole life. Growing up in an environment that embraces diversity causes a bit of ignorance

as to how un-diverse other parts of the country can be, and this was something that I had to

learn growing up. When I finally got to Chico, it was my first time going to school with people

from other parts of the country. During my conversations with students here, I noticed that the

schooling environment that I was raised in was drastically different from some of my peer’s

experience, most of the differences being rather unfortunate. In areas with less diversity, we
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find students thinking in a more rigid way, much less open-minded and willing to change when

compared to a student who grew up in a diverse area.

Consider strategies used to engage diverse learners. Based on your prior field experiences

and what you have observed, compare and contrast the strategies observed in these settings.

What ideas will you take with you?

I think the concept I regard as most valuable when it comes to promoting the learning of

diverse students is focusing on what the student is capable of doing, and building the rest of

their understanding from that point. I feel that there are teachers who too heavily favor the

approach of pushing their students to achieve things they are not yet capable of, and I believe

this can establish a defeated mindset within the child. I believe that most of the important

learning for any individual comes when they are at a place where they are genuinely excited to

learn, and channeling that excitement is important when it comes to teaching a diverse

student.

What would you do differently in your own classroom?

Since I won’t have the luxury of being able to hand-pick my students, the diversity amongst my

future classes will always be a dice roll. However, I do believe that a teacher can implement

that culture of any place even if they are no students from that particular culture. A future plan
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that I see for myself is offering students models of the world that are not presented here in the

west. For example, I believe that some of the teachings from Chinese Daoism are very much

applicable to the academic mindset, but unfortunately those types of subjects are never

discussed in this part of the world. I think this comparison against the background of another

culture will help the students develop a more thorough understanding of their own.
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References

Determining Character Traits Using Quotes from "The Lightening Thief" Novel. (n.d.).
Retrieved November 22, 2020, from https://atlas.nbpts.org/cases/1451/

Planning Citizenship Skits. (2019). Retrieved November 22, 2020, from

https://atlas.nbpts.org/cases/2004/

Understanding Why Scientists Investigate the Natural World. (2014). Retrieved November
22, 2020, from https://atlas.nbpts.org/cases/1080/