I.

Observation 2:
Planning

II. Grade:
Fourth Grade

III. Students:
9 girls, 10 boys

IV: Setting:
Classroom at St. Matthias School in Somerset, NJ
19 Students, ages 9-10, one teacher

V: Pre- Observation:
The purpose of this observation was to analyze how scheduling and planning in the fourth grade
classroom affects students. Scheduling and establishing routines is important for a students
learning experience. Prior to this observation, I read the article Leap Into Fourth Grade by
Mike Anderson, where he talks about creating a comfortable and creative learning environment
for students. In the data section is a copy of a schedule from the fourth grade class.

VI. Data:
VII. Analysis:
In the classroom I observed, the teacher plans her fourth grade Math, Science, and Religion class
weekly. The teacher is flexible with the schedule and can move or extend lessons depending on
the students understanding. To begin the day, students listen to the morning announcements and
do a morning prayer in their homeroom. The fourth grade switches between two teachers in the
morning, at nine and at ten thirty, then goes to lunch at twelve. One half of the fourth grade goes
to English and Social Studies, while the other half goes to Math, Science, and Religion. During
the week, students have a variety of electives during the school day, including gym, art, music,
library, Spanish, and weekly mass. The teacher uses technology in her lessons frequently. She
utilizes the smart board and iPads often. The transition to different subjects can be hectic and
cause students to lose focus. Though the class does engage in many hands on learning activities
and projects, this is not the case every day.

VIII. Recommendations:
In my opinion, the lack of structure and routine throughout the day is not beneficial for the
students. I think that the constant distractions and switching from different rooms takes away
from students learning and attention. Lessons jump all over the place from subject to subject,
making everyday unpredictable. In his article, Mike Anderson talks about planning in the fourth
grade classroom and says, Schedules and routines are good for students of any age and grade,
but especially for typical 4th graders, with their inclination toward anxiety. Starting the day with
a morning meeting; having consistent times for reading, writing, math, science, and other content
areas; ending each day with a closing circle; and creating other predictable patterns help 4th
graders relax and focus on learning (Anderson, 2011, pg. 33). The fourth grade class and
students would run smoother with a more structured day. Sitting for a long period of time is very
difficult for young students. Sitting from eight until lunchtime with little active time or breaks is
not beneficial for students. Many of the students in the fourth grade class have forms of
ADD/ADHD and are classified with an IEP from the school. This makes it difficult for many of
the students to keep focus or sit for long periods of time. The teacher becomes easily agitated
with students who are talking or out of their seats. The opportunity for students to move around
and be active on a daily basis would be beneficial for this group of students. In his article,
Anderson talks about movement in the classroom and says It's also important to build
movement into the day. Students need to move, but all too often we require them to sit too long.
Placing a 10-minute snack or recess break in the middle of a long morning can boost productivity
for the rest of the morning (Anderson, 2011, pg. 33). Students can recharge their energy through
a quick game or a snack. This would give students a break and allow them to relax and chat with
their friends. Following the break, students would be able to concentrate and there would be less
interruption.
IX. Post Observation:
Overall, the teachers planning is organized but not executed well. I was surprised to see the
teachers well organized plans and weekly schedule because they day did not flow smoothly.
Based on my observations, the class did not follow a consistent routine and lessons were
unorganized. The lack of routine has a direct effect on the students, making them more distracted
and unable to stay on task. With a more structured and planned out day, the students would be
able to thrive and reach their maximum potential.

X. Citations:

Anderson, M. (2011). The Leap into 4th Grade. Educational Leadership, 68(7), 32-36.

Date Completed: Spring 2017

Date Submitted: Spring 2017
Title of Artifact: Observation Two: Planning
Standard: Standard Seven Planning for Instruction The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon knowledge of content
areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.

I am placing my artifact, Observation Two: Planning, under Standard Seven Planning for
Instruction as evidence of continued mastery towards creating a routine to engage students and
keep them on task. The inconsistent routine led to many students being distracted and off task. In
the recommendations of my observation, I talk about the lack of routine and structure in the
fourth grade classroom I observed. As a solution, I suggested giving students a break between
lessons to have a snack and move around. The teacher should make routines a habit in the
classroom. Also, I suggested more movement and hands on learning be involved throughout the
day. This shows my ability to identify an ineffective planning strategy and the effect it has on
students learning.