RUNNING HEAD: CLASSROOM OBSERVATION

PORTRAIT

Classroom Observation Portrait

Laura K. Hubbard

Siena Heights University

Author’s note: This paper was prepared for TED 690 Reflective Teaching Practicum and

Seminar.
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Classroom Observation Portrait

My observation was conducted in a second-grade classroom of twenty-four students. The

teacher has been employed by the Tecumseh Public School District for thirteen years. She has

taught the Young Fives program, as well as the second grade and third grade curricula. She has

worked in three of the elementary buildings including Sutton Elementary, Tecumseh Acres

Elementary, and is currently teaching at Tecumseh Compass Learning Center (grades 2-6).

The classroom “Environment” as outlined by Lewin-Benham (2011) is the first category

in the five elements of best practices (EXCEL) to be studied. This classroom environment

included the teacher’s desk and reading table in the corner by the cabinets and closet. The sink

and the door were also located on this wall. Student desks were arranged in six groups of four

desks with supplies accessible on the desks. A carpeted area complete with teacher rocking chair

and easel was the gathering space for these learners. There were six bookcases of varying

heights for the students to use. The books were organized by topic, author, or genre and included

many non-fiction texts as well as magazines. A bookcase behind the teacher’s desk was utilized

for manuals and binders of teaching tools and unit topics. There were four differentiated seating

arrangements such as a child-sized picnic bench in one spot and two small handmade chairs in a

book corner. During reading time there were also a variety of pillows for students to use. A

math wall with key vocabulary for addition, subtraction, place value, etc. was located on the

same side as the large windows and the computer table. Sight words that have been introduced

were added to a word wall and there was an area for current vocabulary introduced from the

“Wit and Wisdom” curriculum used by the district. Student work and the calendar both had

display areas, too.

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The next categories in the EXCEL acronym that I witnessed in the classroom were

“eXchanges” and “Conversation.” The teacher used a headset and speakers for a student with a

hearing impairment, which also helped all of the students hear the content being delivered orally.

The lesson I observed was an English Language Arts lesson using the Kevin Henkes book

entitled, Chester’s Way. Before the story was read, the children had gathered on the rug with

their clipboards and were asked about prior knowledge of character traits from the day before.

The easel had a picture of a girl with a zig-zag line down the middle from head to toe.

One side was in color, showed what she looked like, and was labelled “outside physical traits.”

The other side was colorless, showed her thoughts and feelings, and was labelled “inside

character traits.” The teacher asked, “Who thinks they know what an inside character trait is?”

She called on a student, after appropriate wait time, who answered correctly. She then asked,

“Then, what is a physical trait?” A student raised his hand (also given wait time), but when

called on said, “I forgot.” Another student answered this question correctly. The teacher

proceeded to show a double-sided worksheet that the students would be completing. They would

do the first side together in guided practice, then complete the second side independently.

The teacher read the story and stopped at appropriate places to ask about character traits

describing the main character. The students drew a picture and copied onto their papers what the

teacher modeled. When the story was over she asked a student to summarize the story. When he

was done summarizing, the teacher told the students that they will go back to their tables and talk

with their group about the character traits of the other main character. She also reminded them

there was a list of character traits on the easel beside the picture.

Showing “Evidence” of learning is the next EXCEL element. Most of the groups talked

in a respectful and productive conversation. When they were done talking to their group they
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completed the second side of the worksheet including a word, textual evidence, and a picture.

She monitored the groups chatting and helped fix any misconceptions. They went over the paper

together adding character traits to the white board, with proof from the story.

The final letter in the EXCEL acronym is for “Language.” Most of these second-grade

students were adding to the conversation in full sentences and understandable language. A few

students work with the speech pathologist but can usually be understood by their peers when

speaking.

Using Marzano’s “key ingredients of effective pedagogy (instructional

approach/techniques, classroom environment/management, and curriculum design/approach)” I

would say the teacher I observed has an open environment where the children are comfortable

learning and growing together. Her expectations have been set and the classroom rules are

posted making classroom management effective. The curriculum design is appropriate for the

grade level and her approach lets the students have some creative control while they are working.

The question, “What insights about the relationship between effective teaching practice

and EXCEL elements do you get from reflecting on the teaching practice of another educator?”

was interesting to ponder. My first thought was to ask myself, “How was the teacher I observed

similar to how I see myself in the classroom?” We both teach second grade, but she has been

exposed to the curriculum far longer than I have. The curriculum changes every few years, but

her experiences within the classroom build upon each other from year to year.

When I observe another teacher, I reflect that I could be adding something that s/he does

like digging into the curriculum in a different way or changing a classroom management

technique that worked for her/his class that I didn’t know about or hadn’t used before. I question
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whether I need a technique that isn’t really working for the current students. I’ve found using

different partnering or questioning techniques are areas where I need improvement. I think every

classroom environment is different, but children can adapt and learn almost anywhere if they are

provided with appropriate materials and opportunities.

When observing another teacher, I also get to have the “a-ha” moment when I see that

teacher doing the same thing I do for classroom management or using an instructional approach.

Having worked side-by-side with this teacher for five out of six years and getting to observe her

showed me that we are very similar in our delivery of content. She used a different design for

the curriculum piece, but it was similar to what I used in my classroom.

Overall, observing in another teacher’s classroom gives one a new perspective of the

things one is doing effectively and what needs improvement. The EXCEL model and Marzano’s

best practices both outline how one should be constantly evaluating their teaching practice.
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References:

Lewin-Benham, A. (2011) Twelve Best Practices for Early Childhood Education. New York,

NY: Teachers College Press.

Marzano, R. J. (2007) The Art and Science of Teaching: A Comprehensive Framework for

Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum

Development.