Directions: A requirement to successfully complete Education 1100 is the completion of a

minimum of 15 hours spent observing in a public school K-12 classroom. While observing
you are to look for the following indicators, provide examples, and reflect on your
observations for each indicator. You may or may not see all indicators listed below due to
the limited amount of time you spend in your cooperating teachers classroom. You are
however required to learn more about each indicator. Therefore you must have a
conversation with your cooperating teacher to understand the indicators not observed.

Classroom Setting
Indicators

Examples

Reflection

Classroom Atmosphere:
Teacher- student and studentstudent interactions.

I helped the children with a fall project and

crafts. I assisted them with math problems
and reading short stories.

I enjoyed seeing think

They learned from me
I got to make them be

Classroom procedures:
Groups, materials, supplies,
transitions, and, routines.

We were coloring weekly journals, they read

books in a group, and make predictions on
specific problems at hand.

They problem solved

how they
Make a decision on th
The children have the
and share their
Materials with each o

Classroom behavior:
Expectations/rules,
monitoring, and response.

The children need to clean up their mess on

the ground after crafts and clean their desk
before the next assignment. They sit quietly
as the teacher assigns the next class
activity.

This seemed to teach

for cleaning up their t
their own materials.

Classroom layout:
Arrangement of furniture,
resources for student use, and
technology integration.

Each side of the room has desk grouped in

fives facing each other. The desk and paired
in groups of fives for the children who seem
to work better with one another.

They can solve proble

help on what they do
children get to use th
use technology.

Teaching
Indicators

Examples

Reflection

Communication: Learning
outcomes, expectations,
directions, explanation of

The children learned how to write in cursive and

practiced writing each letter multiple times. The
children had spelling test and words they needed to

The children
own homew
really listen

practice spelling each week.

The children would do a recall and retell activity. The
children would be asked what the activity was mainly
about and then retell the story by writing out the
main points.
They have to finish a math problem before they could
make a neat picture or drawing. The class had fun
activates as a reward for finishing a challenging task.

In the future
children dia
own and lea
problems.
I think the c
when they h
reward for fi

Activities and assignments

The children learned how to use Google drive to

access files for class. They had to practice math
problems, play math games, and solve questions by
reading scenarios.

The children
get ideas fro
they had a g
problems.

Grouping of students: Whole

class, small groups, pairs,
individual, etc.

The class was learning collaboratively working in

groups. They would solve problems together as a
class and see what the meaning was behind what
they read.

I believe the
better when
people in gr

Materials and resources:

Primary and secondary
sources

The children had work books, spelling books, colored

pencils, markers, computers, and a folder for
homework.

These basic
children kno
prepared wi
homework t
next day.

Pacing: Gaining attention,

transitions, reflection, closure,
wait time, etc.

They wait for the teacher to present the next

assignment and if they talk loudly then they have to
move their names down. They have green, red, and
yellow colors to represent how well they behaved.
Many children have trouble paying attention or
staying in their seats until they are given something
to do. The children follow what the other children or
teacher does.
The students are Caucasian, African American, Asian,
Indian, and Mexican. This diverse group of children
helped them better achieve class assignments,

This taught
respectful, h
quietly until
next.
I believe the
be more att
directions m

content, use of vocabulary.

Questioning and discussion:
Blooms Taxonomy and waits
time.
Student Participation
techniques

Improvisation: Making
adjustments, flexibility based
on the student needs
Student interests, culture, and
other diversity incorporated

The children
diverse grou
class with a
well with ot

Lesson Planning
Indicators

Examples

Reflection

Concepts, skills,
prerequisites, and
pedagogy

The lessons would start by children using Google

drive to practice word problems, math, and
reading.

The children a
technology an
add.

Student abilities,
interests, learning
styles, level of

The children can write small sentences, answer

spelling questions, and visually learn in the class
room.

The ability of
read short boo
challenging si

knowledge, culture,
background, and
needs.
Learning outcomes
linked to standards
within and outside of
the discipline that are
able to be assessed
based on a diverse
population of
students.
Classroom Resources
to enhance the
teachers professional
knowledge and
appropriately
challenging student
materials that fit the
learning needs of all
students.
Learning activities
sequentially designed
to engage and
advances students
learning.
Intentionally
organized student
groups created to
support learning.
Formative and
summative
assessments aligned
to learning outcomes
that drive planning
and instruction.

Every kid learns by watching others or the teacher

do the work on the smart board. Then they will be
individually evaluated on how well they do the
class assignments

The learning o
class have mu
children. This
more efficient

The smart board presents what they will be

working on and the teacher with show them
examples so they understand. The children move
their names to different colors deepening on how
they behave

The computer
use in genera
technology wh

They put headphones on to listen to the lessons,

read themselves math problems, and listen to a
game online that helped them achieve a better
reading ability.

The children le
questions, go
count in doub

The groups always have new children in them so

that the class collaborates with each child in the
class. The children help each other and teach each
other how to do the problems.

The desk are g

could see one
engage in clas

The class had math warm-ups where they have to

all explain how they solved problems and they
dont get graded. Then the students will have
graded assignments after reviewing.

The children le
messes, solve
share with one

Assessment
Indicators

Examples

Reflection

Criteria expectations

Finishing their work quietly and then sitting in their

chair coloring. The teacher will assign practice spelling
test and tell the students to put assignments in their
folder. They have to clean up their supplies and stay
organized.
The students would ask me for help when they didnt

This helped
for their act
materials, a
children.

Monitoring student learning

This remind

Feedback: Timely,
substantive, constructive,
teacher proximity, provides
guidance.
Student participation: Selfmonitoring.
Formative Assessment

understand because they knew i was there to help

them. When the student knows you are available to
help them they will express what they dont
understand.
The child will be evaluated on how well they color,
write cursive, solve math problems, or what technique
to use to overcome challenges. The teacher gives
them feedback on their work and behavior.
They are to share, be nice to one another, keep their
hands to themselves, clean up their supplies,
concentrate on their work, and understand the
activity.
The children use circles and number lines to count.
They would count in ones, twos, threes, and so forth.
This showed the teacher how each child dissects the
problem and how they solve it.

Summative Assessment

The children had to do a spelling test, math work

sheets, and reading sections that are graded the next
day.

Grading system: Traditional,

standards-based

They use traditional grading where the student is

evaluated on how well they achieve each class
objective not just what letter grade they receive.

solve, brain
advanced th
technology.

This in my m
what they n
they need h
teacher do
courses.
This will tea
accountabil
learn to foc
not talk adr
The formati
students a c
and see how
differently.

This makes
bringing the
day and acc
well.
I think this w
they need t
have room t
Its about d
not memori