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Madison Graf

EDU 202

Field Observation #2

1. Make a scale drawing.

a. Date:​10/7/16; ​School:​ Arbor View High School; ​Grade: ​11-12; ​Subject/Course:

AP Physics, Honors Physics, Physics

Location of: ​student desks (A), teacher’s desk(B), filing cabinet(C),

bookcases(D), computer(E), projection devices(F), white board(G),

chairs(H), Projector Screen (R)

b. Location of: ​doors(I), windows(J), sinks(K), electrical outlets(L), rest room

(none), pencil sharpener (M), Safety Goggles (P), Shower (Q), Intercom/Clock(S)

c. Location of instructional materials:​ handouts for the day(N), absent work

files(O)

d. Location of any learning centers​ (none), except they do labs on the tables

around the room or even at their desks

e. From your perspective, what would you do to improve the classroom’s physical

layout? Would you add anything? Would you eliminate anything?

I thought the layout was perfect. I think it would be nice to have windows that

were at eye level so that you could see out of them. If I had to add anything I

would put a desk off to the side for students to use when they are making up tests

so that they aren’t right next to their classmates. I think it would be nice to have

another bookcase as well because the bookshelves under the counters were filled
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with the equipment for labs, leaving little space for the teacher’s resources. I

would eliminate some of the space that is reserved for the teacher’s desk. I

thought there were too many.

2. To what extent does this classroom reflect the following five keys to good room

arrangement?

a. Use a room arrangement consistent with our instructional goals and activities.

I thought that the room was very conducive to the learning environment. There

were posters and diagrams that talked about physics. There was plenty of space

for the different physics lab that the students participate in. The students are put

into group with their desks, so they automatically have groups to work in, making

sure no one gets left out.

b. Keep high traffic areas free of congestion.

There was plenty of room for the students to get around. The absent work was

placed immediately when they walk in and out of the room so that people can just

grab it on their way. Also, there was plenty of room to walk around all the desks

and plenty of room near the counters to do different types of labs.

c. Be sure students are easily seen by the teacher.

The teacher’s desk didn’t have anything on it that would disrupt her view of the

students. The biggest thing was the computer, but she kept it at an angle so that

she could see the students, even if she was working on it. None of the students

have their backs to the teacher because their seats are facing the front and center

of the room, which is great.

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d. Keep frequently used teaching materials and student supplies readily accessible.

All of the handouts for the day are on the middle teacher desk, ready for every

class. They are organized by subject so she can quickly pass them out. Also, on

the bookshelf by her desk, she keeps emergency substitute copies in case she

doesn’t have time to come in and prepare everything.

e. Be certain students can easily see instructional presentations and displays.

Due to the way the students seat face, they have a perfect view of the whiteboard

and the projector screen. As long as there isn’t a tall student in front of them, there

is no way that their view could possibly be obstructed when they are trying to

view educational material.

3. What are any strengths and/or weaknesses of this arrangement? Would rearrangements

make this classroom a more effective learning environment?

This arrangement is great for groups, which is essential for every lab that the course

requires. All the students are facing the front, which is another strength. There wasn’t a

designated desk for students to sit when they were making up tests, so they just sat at

their regular desk, which is a big weakness. I think that by providing that extra desk, the

learning environment could be more effective because the students around the test-taker

won’t have to be quiet and can still do their group work.

4. Observing students in the class:

a. How many and what age and gender are the students in the class?

In the AP Physics class, there were only seven females but twenty-three males.

All of the Honors and Regular Physics classes had a more even number of males
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and females. There were: nineteen females and fifteen males; twelve females and

eleven males; and eleven females and fourteen males. All of them were between

sixteen and eighteen years old.

b. Are there students who appear to be isolate? What behavior(s) led you to believe

this?

The students that appeared to be were the ones that were the “odd man out.” For

example, if the student is the only male at their table, or the only white kid. I was

led to believe this because they participate less, are not as social, and they pay

more attention to their work and phones than they do to the group. Certain people

also tended to take over, which made these students back away from participation

even more.

c. Which students appear to raise their hand often?

The students that were more charismatic and outgoing tended to raise their hands

more. In the AP Physics class, this tended to be the males. In the regular classes

there was a mixture. There were a few “smart” kids in every class that wanted to

answer everything.

d. How is the behavior of those students who sit in back of the room?

It depends on the class. In the AP class, they were just as engaged as the students

in the front. The teacher switches up the seating chart every few weeks so that no

one gets too comfortable in the back row.

e. Which students appear to receive the most praise?

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Anyone that answers a question receives praise. I kept a chart to see which

category received the most praise, but it was all even. The teacher made sure that

she praised anyone that put forth effort to answer the questions.

f. Which students seem to be ignored?

No one was ignored. If they have a question or concern, it is addressed. The males

did tend to be needier, but even so, the females got just as much attention.

Summarize what you have found about the students in this class. Who are they and what is it like

to “live” in this school?

I have found that they all are learning to love physics. Most of them hated science and

everything about it when they started this class, but over time their minds have changed. They

love the teacher and that her enthusiasm rubs off on them. They now see that physics is

applicable to their lives, even though they may never do the formal equations, they have gained a

better understanding of how the world around them works.

They love the school. The students feel like their school is better than the other schools in

their area. The administration isn’t as strict on certain things, which keeps them in class and

excited to come to school because they aren’t scared of getting in trouble all the time. They also

think that it is a fun environment because the sports and clubs are well supported, which makes

them excited for all the games and events.