Classroom Observation Essays and Research Papers

Instructions for Classroom Observation College Essay Examples

Title: Classroom Observation

  • Total Pages: 5
  • Words: 1736
  • References:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: This needs to be a Classroom Observation. Double Spaced and 12 font. APA style.

SECTION I: PROFILE: ESTABLISHING THE CONTEXT AND CHARACTERISTICS
Narratives: Profile of the teacher for whom the plan is being developed. Include such information as: Number of years in teaching (beginning teacher, etc.); number of years at this school setting; highest degree held; staff development activities over the past two years; views about supervision in general. Profile of the supervisory procedures in place in the setting. Include a district or school description of the supervisory/evaluation process (appendix) and a copy of the evaluative forms used (appendix). Profile of the school setting. Identify the type of school (urban, suburban, rural, high school, elementary, middle school, public, private, parochial, military), and school demographics (size, number of students, number of teachers) and other areas that make the school context unique (e.g., theme school, charter school, block schedule, teacher attrition rates, socioeconomic status).

SECTION II: PRE-OBSERVATION CONFERENCE AND THE CLASSROOM OBSERVATION
1. Pre-observation: Conduct a pre-observation conference with the teacher you are working with. Use a standard format, either the one provided in class OR the format used by your district. In writing, identify the teacher’s instructional concerns. Also, identify the supervisory focus and the data collection tools you will be utilizing during the observation.
2. Observation: After conducting the pre-observation conference, observe the teacher. The classroom observation should be at least forty-five (45) minutes long.

SECTION III: The POST-OBSERVATION CONFERENCE

1. You will conduct a post-observation conference with the teacher you observed. This conference should be held in the classroom in which the teacher you observed taught the lesson. You will present the data in such a way that the teacher can begin to orally reflect upon his/her instruction. Remember to show data by utilizing the tools that we learned in class AND to address the teacher’s concerns (which were to be teased out during the pre-observation conference).
2. The writing component. You are to submit a formal report of your observation. Treat this report like one you would be handing in for placement in a personnel file. Please refer to the form we will be using in class.


SECTION IV: THE PROFESSIONAL GROWTH PLAN



Based upon the pre-observation conference (area of focus), the observation, and the discussion in the post-observation conference, you are to develop a DETAILED professional growth plan WITH the teacher. Include areas for the teacher to explore, ways in which the teacher can explore these areas, and any other mutually agreed upon aspect (e.g., what artifacts to include). Include how you and the teacher will mutually monitor the plan (e.g., markers of completion, time frame). Negotiate how you and the teacher will communicate about the plan once it is in place.



SECTION V: SUMMARY



What insights have you gained about the process of working with teachers and your role as a supervisor? What have you learned? What are the “rough” spots? How does a supervisor overcome the rough terrain of working with teachers?









Profile of the teacher and the school context.

Pre-observation

Discussion of what data collection tool (s) you used and why (include raw notes).

Post-observation conference ( formal narrative report).

Detailed professional growth plan.

Reflections on the process and Summary.
Excerpt From Essay:
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Title: classroom observation

  • Total Pages: 5
  • Words: 2113
  • Bibliography:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: This need to be a classroom observation, double-space, 12 font, and APA style. 5 pages


SECTION I: PROFILE: ESTABLISHING THE CONTEXT AND CHARACTERISTICS

Narratives
Profile of the teacher for whom the plan is being developed. Include such information as: Number of years in teaching (beginning teacher, etc.); number of years at this school setting; highest degree held; staff development activities over the past two years; views about supervision in general.

Profile of the supervisory procedures in place in the setting. Include a district or school description of the supervisory/evaluation process (appendix) and a copy of the evaluative forms used (appendix).

Profile of the school setting. Identify the type of school (urban, suburban, rural, high school, elementary, middle school, public, private, parochial, military), and school demographics (size, number of students, number of teachers) and other areas that make the school context unique (e.g., theme school, charter school, block schedule, teacher attrition rates, socioeconomic status).

SECTION II: PRE-OBSERVATION CONFERENCE AND THE CLASSROOM OBSERVATION


1. Pre-observation: Conduct a pre-observation conference with the teacher you are working with. Use a standard format, either the one provided in class OR the format used by your district. In writing, identify the teacher’s instructional concerns. Also, identify the supervisory focus and the data collection tools you will be utilizing during the observation.

2. Observation: After conducting the pre-observation conference, observe the teacher. The classroom observation should be at least forty-five (45) minutes long.

SECTION III: The POST-OBSERVATION CONFERENCE


1. You will conduct a post-observation conference with the teacher you observed. This conference should be held in the classroom in which the teacher you observed taught the lesson. You will present the data in such a way that the teacher can begin to orally reflect upon his/her instruction. Remember to show data by utilizing the tools that we learned in class AND to address the teacher’s concerns (which were to be teased out during the pre-observation conference).

2. The writing component. You are to submit a formal report of your observation. Treat this report like one you would be handing in for placement in a personnel file. Please refer to the form we will be using in class.

SECTION IV: THE PROFESSIONAL GROWTH PLAN

Based upon the pre-observation conference (area of focus), the observation, and the discussion in the post-observation conference, you are to develop a DETAILED professional growth plan WITH the teacher. Include areas for the teacher to explore, ways in which the teacher can explore these areas, and any other mutually agreed upon aspect (e.g., what artifacts to include). Include how you and the teacher will mutually monitor the plan (e.g., markers of completion, time frame). Negotiate how you and the teacher will communicate about the plan once it is in place.

SECTION V: SUMMARY

What insights have you gained about the process of working with teachers and your role as a supervisor? What have you learned? What are the “rough” spots? How does a supervisor overcome the rough terrain of working with teachers?

Submit all sections together in a packet.

Highlight of what to include in this packet:

Profile of the teacher and the school context.
Pre-observation
Observation
Discussion of what data collection tool (s) you used and why (include raw notes).
Post-observation conference ( formal narrative report).
Detailed professional growth plan.
Reflections on the process and Summary.
Excerpt From Essay:
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Title: classroom observation

  • Total Pages: 4
  • Words: 1035
  • References:2
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: This journal will be approximately 3-4 pages in length.

Mid-Preparation Benchmark 1.2.3
Through observation, description, and reflection on their own and P-12 students’ prior experience, learning styles, strengths, and needs, the preliminary candidate recognizes that students differ in their approaches to learning.

Meets the Benchmark Does not meet the Benchmark
The preliminary teacher candidate:
• Describes areas of diversity such as primary language, learning style or intelligence (MI), strengths, and needs observed in classroom and supports that description with examples from own experience as a learner.
• Recognizes that learning takes place within and is influenced by the cultural context of the learner. The preliminary teacher candidate:
• Fails to recognize areas of diversity in his or her classroom observation and/or examples of the learner’s own experience.
• Fails to recognize that learning takes place within and is influenced by cultural context of the learner.

You will select an educational journal article that deals with one characteristic of how students vary in their approaches to learning (learning styles, culture, race, exceptionalities, special needs, socio-economic status, etc.).

1. Objective Description ??" Just the Facts, 10 points
Objectively describe the article by answering the questions below:
? Paragraph 1: Summarize the article
? Paragraph 2: Discuss a minimum of 2 key points that you learned. This could be new information learned or key points that support what you already know.

2. Connection, 3 points
Paragraph 3: Your description of the article should relate to an issue of diversity in the classroom. Discuss why (or how) this article and your description of the article are connected to the Mid-Preparation Benchmark 1.2.3: Diversity.

3. Reflection, 10 points
Minimum of 1-page typed, double-spaced
Paragraph 4: Discuss how this information will change (or support) what you will do in your own classroom. How will this information improve your teaching and student learning?

4. Citation, 2 points
At the bottom of the last page, cite your work correctly
Excerpt From Essay:
References:


According to Pallapu, visual learners perform better and earn better grades than verbal learners. This suggests that educators are not paying enough attention to what verbal learners need. Other learning styles may also need to be taken into account to create a more truly diverse classroom that helps all students achieve their highest potential.

Pallapu, Prasanthi. "Effects of Visual and Verbal Learning Styles on Learning." Institute for Learning Styles Journal 1. Fall 2007.

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