Guided Observations for Service Learning

Guided Observation #1 – Contextual Factors

Name: Andi Aparicio

Date: April 19, 2018
Course: EDUC 2300 Introduction to Education
School: New Center Elementary School

Interview your mentoring teacher to obtain the demographics about the school. Write
a response for each question in a paragraph format.

1. Record the number of males, females, and ratio of ethnicity within the
classroom.
Males: 11 females: 8 ratio of ethnicity: all white Caucasian-no Hispanic or other foreign
ethnicities

2. What are the development levels of the students within the classroom you
are observing?
The first class period are all very strong learners and comprehend the curriculum well.
The second period has a few students who struggle with the curriculum but get help from Mrs.
Valentine.

3. How is the instruction modified to meet the diverse needs of the students?
Mrs. Valentine makes sure to give a few different learning techniques during a lecture so
that everyone can get a different perspective and understanding of the lesson.

4. Research the school and the Tennessee State Government web site to
obtain information about the school community, school report card, and
school population.
The school website had the link for the information, but it was not working so I could not
find this information.

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.

The teachers break into RTI groups for different reading levels and also they have a gifted
program for special education students. The IEP meets any accommodations that the children
need to have a good learning development and experience at school.

Guided Observation #2 – Physical Arrangement

Name: Andi Aparicio
Date: April 19, 2018
Course: EDUC 2300 Introduction to Education
School: New Center Elementary School

Instructions for the Observer: First, draw a map of the classroom you are observing, including
seating arrangements, placement of furniture, computers, telephone, and other equipment. Give
a brief critique of the effectiveness and use of: technology, lighting, traffic patterns, instructional
displays, management, and motivational elements. Then design your own perfect classroom

1. Draw classroom map:

2. Effectiveness of:
a) Technology: There are chromebooks for each student in the classroom, a computer
for the teacher, and also a projector. The projector is used to help class discussions
and watch brainpops about the lecture. The chromebooks are used to do the
homework assignments. The teacher’s computer is used to help make lesson plans
and provide information on the board for the students.
 b) Traffic Patterns: The desks are all set up facing towards one of the boards in the
classroom that holds the information for the week on it. The main board is faced
toward the side of the desks on the left of them so the teacher can teach lessons on the
projector. The teacher’s desk is in the back of the classroom, which she rarely sits
down. She is up and talking most of the lecture and during group assignments to
make sure they are comprehending everything.

c) Instructional Displays: The teacher teaches social studies, so most of the classroom is
covered in maps and history posters about ancient times. She also has inspirational
quotes around the classroom.

d) Classroom Management: Her classroom is very student-centered, so most of the time,

the class is very respectful. Only one period seemed to have a little problem with
behavior, but she knew how to do things in the class period so the children listened
better. She did have to get onto some students for talking but only gave them a verbal
warning. She does not seem like she gets upset with them often, so I think she has an
overall pretty well-behaved classroom atmosphere.

e) Motivational Elements: The teacher gives out candy to the children who are working
very hard on assignments or in group work. Everyone usually gets a piece, but she
makes sure they are working hard first. She also has a card that she clips holes into
when they did something good in the classroom. After however many clips, they get
rewarded.

3. Draw your perfect classroom:

Guided Observation #3

Guided Observation Six – Time for Learning

1. What is the daily schedule?
There daily schedule involves talking about their daily objective, having a lecture,
discussing everything from the lecture, watching a brain pop, sometimes role-playing
a scene from the textbook, and then breaking up into groups to do homework
assignments on their chromebooks.

2. How does the teacher indicate start and stop times for activities to the students?
She tells the students how long they should be working on the assignments before
they start and then gives them five minute warnings before their time is up.

3. Do students work on other materials, subjects, etc. in class? Does the teacher
encourage or discourage this behavior?
 Most of the time, the students have a lot of busy work to do in the class period, but if
they do finish they can work on other class assignments on their chromebooks.

4. Do you observe a list of rules or guidelines posted anywhere in the classroom

that address use of class time?
I did not see anything posted in the classroom about rules or guidelines for class time, but
I do know that she is very involved with the students.