Rebekah Lockaby

Educ 101
20 November 2013
School Observation #2
#1. In the high school that I went to, I observed many characteristics of
effective schools. The first one I noticed was strong leadership. It was no secret that
the administrative team really valued learning. The everyday morning
announcements ended with, give your best effort. The principal was very
professional and was seen throughout the school. When the students were asked
how they felt about their school, they all unanimously replied with positive
comments. High expectations was the second characteristic that I found. All
students were treated equally, and were all expected to complete the same
assignments in the same amount of time. Students were required to repeat the
assignment back to the teacher several times, and even asked questions pertaining
to assignments that assured they knew the answer. It was a small town school, so
there was definitely collegiality and a sense of community. During lunch the
teachers would talk about ways to reduce violence and other professional opinions.
They offered advice that showed they were willing to help one another. The last
characteristic I noticed was an orderly school environment. The building was very
clean and everything seemed very organized. No one was running, and the
atmosphere seemed calm. Even in the classroom nothing was on the floor, and it
was very cluster free.
#2. After observing this classroom for two days, it was concluded that the
philosophy that best described the teacher was existentialism. The students did

lecture, and then did a lot of independent study where they were to solve their own
problems. The teacher taught things that could be referred to everyday life, and
encouraged them to always do their personal best. While there was independent
study there was also a lot of analyzing and discussing why certain choices were
made. The psychological orientation that fit best was humanism. There was a sense
of self-actualization and becoming the best they could be. They were somehow
always learning how to be excellent self-thinkers.
#3. Mapping of the classroom
1. The classroom was primarily conducive to lectures as the desks all faced
forward in an organized manner. There were no distractions, and it was easy
to maneuver around. It was also acceptable for group activities because the
desks could be easily moved.
2. Because the room was so open and organized, it was easy to monitor
behavior. However, the room was not so big that it was difficult to hear if
students were talking, which also make it easier to monitor behavior.
3. The five good room arrangement rules were all followed.
1. Students faced the board, room for movement, and desks can move
for groups.
2. There was room in front of the door; desks are away from walls, and
aisles clear.
3. Students were easily seen due to the bright lights and openness.
4. There was plenty of storage for books, everything was organized.
5. Presentations were big on the dry erase board or the projector
screen.

4. There were no weaknesses of the room and rearranging it would not only
make it worse, but it would not benefit the students or teacher. The room was
set up so there were no safety issues, and the students could focus on
learning.
#4. The school was organized to accommodate exceptional students by
allowing then to take AP classes that were a higher level of learning. The
classroom did not represent any cultural or racial diversity. However, there was
an apparent economic diversity, and religious diversity. Male and female were
mixed in together, and there were occasional foreign exchanged students.
#5. Interview
1. What factors contributed to you teaching this subject?
a. The love of foreign languages.
2. What do you enjoy most about teaching this curriculum? What do you enjoy
the least?

a. Introducing culture and broadening their horizons. It is rewarding when

students use the knowledge I taught them. I least enjoy classroom
management, and grading papers.
3. How do you select the content and skills to teach?
a. They are selected using state standards. The books are normally just a
guideline and most of the things I use are internet sources that also
align with the standards.
4. When do you plan?
a. I do a yearly plan that is very broad. Then each month, and each week
they get more specific, and therefore I have a little leeway but I can
stay on track. This allows for modifications each year.
5. Do you integrate other subjects into your program?
a. English, geography, art, math, history, literature. Languages use a
variety of other subjects.
6. How do textbooks and the official state and local curriculum shape your
teaching decisions?
a. The textbook curriculum is very vague, and I am the only Spanish
teacher which gives me more freedom. I make sure my lessons align
with the state curriculum.
7. Can you make your own decisions as to what to teach or is it already
determined?
a. Yes, I am in complete control because I am the only Spanish teacher.
8. Do professional organizations affect your decisions?
a. No.
9. Do parents participate in curriculum decisions?
a. Mostly not. There are teacher conferences but very few parents show
up. Occasionally I will send home letters to parents if necessary.
10.Are selections for materials made by you or a committee of teachers?
a. It would be the head of the department. For me, I am the only Spanish
teacher, so I select all of the materials.