You are on page 1of 8

I.

Observation:

II. Grade Level:

Kindergarten

III. Setting:

Students 18 total, 11 boys, 7 girls

Kindergarten classroom at Bound Brook Elementary school. (5-6 years old)

classroom. 1 head teacher, 1 student teacher

IV. Pre- Observation:

The purpose of this observation was to observe the teacher planning of the classroom

that is most effective with the teachers use of techniques that she uses to prepare the

students for instruction. To prepare for this observation, I researched the following.

Researching this curriculum helped my understanding of the benefits of this program.

The program is designed to be effective for the students success with the exposure for

the introduction of math, literacy, and handwriting. I took into consideration of what

method is most efficient in meeting the aesthetics of the child that will set the

foundation for every childs future by having these four domains matched.
V. Data:

The curriculum being taught to this Kindergarten class is being used by a program for

math called Go Math. The literacy program that is being used is called Journeys

and the handwriting that is being used is called Zaner Blosser. The program that is

used to teach and help guide the children in the learning process, is purchased by the

State Government. However, the teacher incorporates her own style of learning

techniques to mirror the math lesson. For example, she uses a video that the student

watch to reinforce a math lesson. The video varies. For the most part its usually a silly

character, or a person doing fun activities to grab the students attention to follow along.

Besides the use of workbooks, level readers, these mini videos provide a good

reiteration of the worksheets being taught. The Journeys, and Go Math DRA have a

level 1,2, 3 that goes to grade 12. The children are not involved in the planning process.

Also, the teacher prepares weekly for the students daily lessons. There is a week by

week planning for math. Handwriting book has not been done yet by the teacher. The

students have been practicing writing their names on worksheets, and tracing their

names. There are common level planning meetings, and grade level planning meetings

held among the teachers. These meetings are held every Tuesday and are called

discussing pacing. In these meetings, discussions are held regarding the students, and

where they are at. Where each teacher is in their units. Also, where each teacher wants

to be, as far as time wise and lesson in the upcoming days. Discussion is about report

cards as well.

The teacher submits their weekly plans to the principal for review that are due every

Monday by 5:00 p.m. The plans are submitted before the unit is taught. In addition, to
that the teachers must list the NJ Student Learning Standards that they are teaching next

to the objective in their plans. The rules do not differ for tenured versus untenured

teachers. Nor do they differ for new hires versus teachers that have years of service.
VI. Analysis:

In my observation, the students walk inside the classroom after lunch, and begin to

settle down with doing yoga stretches incorporated by the teacher. The teacher puts a

video on for the students to follow. After the students are stretched out, relaxed and

ready to learn the next concept. The next concept that is being taught is math. The

program Go Math is taught by using a video and the children watch from the carpet

for a brief 15-minute lesson. An example of the lesson is Lesson 3.1 Model and count.

As the teacher whispers, just listen to the students. If youre looking at a ten frame,

and if the top row is full. How many would there be? (see appendix) The answer is 5.

There were two students looking at library books that bookshelves are directly behind

the carpet they sit at, close enough that they sometimes bang their head on. There is

one child putting their head down. Some staring at the computer with no participation,

there a few students answering the teachers questions about the math lesson. The

teacher mentions if you are choosing to interrupt our learning these are your

consequences. Take a break (time out) you will receive no stickers at the end of the

lesson. Whoevers talking put a marshmallow in their mouth. After. the children watch

a video they then practice it in their workbook. Children are not using any

manipulatives to count, no hands-on activity such as a bead board.

Next, the students are directed to stations. The teacher gives a quick breakdown of

instruction that the students adhere to. The students have 20 minutes to do the task.

There are four groups of students, that are grouped of four students that the teacher

calls by the color of their table. For example, she calls the purple table first because

they are sitting patiently crisps crossed apple sauce with their hands folded. The stations
vary in each group and the students engage in various activities regarding math, writing,

drawing, coloring, and playing games. The teacher shouts out I dont know why the

big bag is empty, no one is supposed to be touching that. Teacher must do a lot of

redirection. If youre going to interrupt, then I must take away your bucket time.

Joseph if youre really sleepy then youll have to do your work during centers. One

station, I noticed students were hunting for letters of the alphabet to match a picture

card and they then proceeded to alphabetize the pictures in a full circle on their table,

rather have them played out random. On another table I noticed some of the students

coloring, at the next table the students were playing a memory game, and on the last

table students were cutting out pictures to match words that they glued together on a

worksheet.

Lastly, the students engage in centers. This is supposed to be an unstructured free time

of play for the children. There are different choices that the students can decide on. One

of the popular centers is the block center. Here is where the students can build and play

pretend, and be imaginative with the blocks such as being farmers and building a ranch

with their cattle. I noticed one student was having difficulty sharing, and another

student yelling Hey give it to me, its mine. Next, the student pushed the other and

then they were shouting. The block center has really small quarters, and some of the

students end up banging their body parts into the cubbies next to them, or the wall.
VII. Recommendations:

In my recommendation to the teacher would be to rearrange the library bookshelves

where the students cannot become distracted during circle time. This way they may be

able to focus on the lesson rather than wonder off to something else. Also, my

recommendation would be to speak to the offenders who are calling out privately, so

they dont feel ashamed. Also, if the stickers, dont seem to phase the as an incentive,

perhaps move onto a point system where you keep track of the students behavior

progress. Lastly, I would suggest rearranging the cubbies that are too close to the block

center, where the students can have more room to gain personal space during the block

center time and will feel less anxious to handling conflict.

VIII. Post Observations:

As I anticipated observing the students. I learned how friendly they were when their

smiling faces greeted me. I noticed that the math lesson they focus on has a three-step

process to it and each step includes 15 minutes to it. At times there smiling faces turned

to frowns, wiggling, calling out, shouting out, and constantly being redirected by the

teachers rules of proper behavior that should be displayed during a learning lesson. In

my learning experience, I think the curriculum is too much being taught to the text.

There is one lesson after the next, and not all five, and six years can handle that. I

learned that the students need more unstructured free time rather than a fifteen-minute

center time. Perhaps this will relieve some of the stress that some may be occurring.
IX. Citations:
X. Appendix: