Education 110

Classroom Observation Guidelines

• You will need to complete a total of 10 hours of classroom observations in the assigned
Head Start location.
• There are three logs to complete. You must visit your site at least 3 times. If you go
more than that, choose three visits to complete the assignments.
• Take clearances with you on all visits.
• Take and complete the Field Placement Attendance Form (online in the handbook and
attached in the module) for each visit.
• When visiting a school, it is important to “go with the flow.” You are a guest observer and
do not want to intrude. Some important things to remember:
◦ Sometimes the unexpected can occur…fire drills, early dismissals, a substitute on the
day you are scheduled. Be prepared.
◦ Non-instructional activities (lunch, recess, daily routines) can still be part of your
observational time.
◦ Your primary task is to sit quietly and observe. Do not interrupt or join activities
unless the teacher has invited you. NEVER be with a child without
another adult present! Use common sense.

Professionalism:
Dress appropriately. You are required to wear the HACC Education shirt (can be
purchased in our bookstore) and either black or khaki pants. Jewelry should be kept to a
minimum and hair should be neat and tidy.
Confidentiality is vital. It is NOT acceptable to talk about what you have seen/heard in
classrooms outside of that classroom…with the exception of our college classroom. You may
discuss situations you have observed in our classroom if they are appropriate and as long as you
do not specifically identify the teacher, school, and students you are discussing. Violations of
confidentiality will be taken seriously.
Be responsible and respectful. If you can’t make it to a scheduled observation due to
illness or other emergency, please let the teacher know. Be on time and have the materials you
need.

Other Logistics:
• These documents are in word format, so you can download, and type in your
responses. I will NOT accept handwritten logs, with the exception of the
classroom sketch.
• Turn in all log info/reflections at the same time.
• There are three logs to complete. You must visit your site at least 3 different times. If
you go more than that, choose three visits to complete these assignments.
• Be thorough…your details will help when writing your reflection.

Attached Log Information=200 points total

EDUCATION 110 OBSERVATION LOG #1

Your Name Kiera Kirchner Observation Site Lafayette Elementary Grade/Age Level Age 3-5

The Educational Setting (20 pts)

Describe the physical setting of the classroom.
The room was very open and the spaced was well utilized. There was a whole group carpet area, small
tables and chairs, stations, many toys, and lots of decorations.

Give your opinion about the setting. Like it/Dislike it? Why? What would you change?
I liked the setting because it was very strategic. The shelved in the carpet area had drapes so the students
wouldn’t be as distracted while in whole group, there was a lid on the trashcan, the cubbies were along
the walls and did not create a barrier from the teacher’s sight. Also, I liked how the children’s art work
was displayed on the walls. The only thing I would change would be the clutter in the bathroom and the
laptop that was sitting too close to the sink.
Include a sketch of the classroom.
How has the teacher created a “caring community”? (Comment on the teacher/student relationship,
social-emotional supports--ch. 6)
Ms. Betsey always gave positive comments, politely guided the students in activities, called the students
“friends”, focused on all the students, had a rewards system to gain/lose, and made eye contact. She used
DA language and spoke clearly, giving extra assistance to the non English speakers and the students who
were developmentally behind. She also provided a behavior specialist and speech therapist for two of the
children. She used phrases like, “Kiss your brains!” when the kids had provided the correct answer, or,
“I see you’re upset. Let’s talk about it instead of flipping the chairs” to provide extra support when a
child was throwing a tantrum.

Rules and Routines (20 pts)

List the classroom/school rules.
The posted rules were as follows: We are friends.
We work together. We are safe.
Reflect on these rules. (i.e. Are the rules posted?
Who do you think wrote the rules? Good/bad?)
I liked the rules because they covered everything.
They were written by the teacher because they were
clearly written out by her. They were posted on the
left side of the white board.

List any classroom/school routines you observe. Ones you liked/disliked? Why?
In the morning, the students would come in, put
their things away, write their name on their name I liked the morning routine because it gave the
tag magnet, put it on the board after answer the students a chance to move at their own pace to
question of the day, wash hands, and prepare complete their list of tasks.
breakfast.
Every time they had to clean up to move form one
activity to another, they would get a five minute
warning then sing the cleanup song and come to the
carpet.
The class had a marker that moved from each daily
activity as it was accomplished.

Classroom Management (20 pts)

3 Strategies that I saw the teacher Effective?
use are:
Yes- Most of the time the teacher
1. Address problems before they
happen
2. Rules used as a redirective
could prevent something bad
form happening but even when
she couldn’t she minimized the
reaction because she had a
solution to aid.

3. Proper transitioning Yes- They teacher would distract

the children and move their
attention to something else

Yes- One of the transitions form

the carpet to the recess line was
to ask the students a question one
at a time and then dismiss them.
This created less of a crowd at the
cubby area.
Reflection (10 pts) Using a classroom discussion or a reading from the text, think about something you
observed and relate it to your learning. How are they connected? Type a one paragraph response.

In the classroom, we talked about a caring community of learners. In this, the teacher sets up her
classroom in a strategic way. I noticed this specifically in Ms. Betsey’s classroom because everything was
set up in a way that made sense. Although the classroom was a bit small for everything that was inside, she
was able to fully utilize the space provided. I liked how she would rotate the toys. For example, if Head
Start got a few new toys, she would put the new ones out and put away another game or activity in the
closet, to keep the setting refreshed. This classroom physical classroom setting was a great example of a
caring community of learners.

EDUCATION 110 OBSERVATION LOG #2

Transitions in the Classroom (60 pts) Find and record 6 transitions used in PreK-4th grade
settings. Be as specific as possible. (Do not say, “sang a song.” Instead, say, “They sang
Lunchtime is Time to Eat as they got ready and lined up for lunch.”)
A. 3 transitions must be from your observation placement.
B. 3 transitions must be from your textbook or an outside source (give credit where it is due,
please.)
C. For each transition, include the following:
a. Where did you see/find it (source)?
b. Is it an effective technique? Why/why not? Discuss developmental appropriateness.
c. What learning is promoted while using this transition?
d. A reflection on the transition: Would you use it? Why/why not? Comment on child
development theory in your reflection.

TRANSITION SOURCE (a) EXPLAIN EXPLAIN REFLECTION (d)

EFFECTIVENES LEARNING (c)
S (b)
Students sand Saw this at my The teacher Organization, This is a great
the clean up song second day played the clean responsibility, skill to enforce
that played on the up song on the time and creates a
radio while radio and began management, good habit- to
moving form singing it. The multitasking clean up when
small the whole kids joined in. you make your
group They had about own mess.
three minutes to
finish cleaning
and sit on their
carpet squares.
Morning routine Saw this at my Students came in, Responsibility, This is a good
second day put their coats respect for transition for
away, wrote their property, children of
name on their completing a different ages,
name tag magnet, task, making it suitable
put it on the board management fo this classroom.
skills, small motor They can all work
after answering
skills at their own pace
the question of and the teacher
the day, washed can guide them
hands, and individually as
prepared needed. For the
breakfast. kids who don’t
want breakfast,
they can use this
time to release
energy and play
with toys in the
classroom. One
downside is that
it’s not
developmentally
appropriate for a
three-year-old to
be writing their
own name.
Gross motor skills Saw this at my They students Rules of the This is a great
first day walked from the playground time for the
classroom to the (safety), respect students to
playground, in an for other’s space release energy
organized line. after being inside
They were not all morning. The
allowed to play playground was
until dismissed by nice because
the teacher, after although they
reiterating the couldn’t play on
rules together, in the “big kid’s”
a five line chant playground, they
they memorized. could play on the
smaller handicap
playground the
school had put in.
Passing out soap Textbook Before lunch, Hygiene, This tasks forces
in the students students clean up responsibility the children to
hands prior activity and wash their hands
then immediately and not go off to
get a pump of do other things
soap on their instead. The only
hands after thing I don’t like
getting in line. about this
This will prepare transition is that
them for lunch students might try
right after. to put soap on
other students.
As conducted by Internet When the teacher Listening, This is a good
teacher, students wants the attention, bodily transition to use
sing the “Finger students to be control, listening when the kids are
on your Lips” quite, he/she can skills talking to much or
song use this song to when they should
do that. “Put your really listen to a
finger on your specific part of
lips/ Shhh Shhh/ the lesson.
Put your finger on
your lips/ Don’t let
it slip”
Using a Internet Using classical Organization, This is a good
instrument, like a conditioning, the responsibility, idea because it
rainstick, to signal teacher would time management associates a
what is to come use some time of certain sound to
next instrument to an action. The
indicate what the students will
students need to quickly pick up on
do (ex: clean up it.
their activity) and
signal what
comes next (ex:
sit back in their
desks)

Reflections (10 pts)

A. Type one paragraph describing in detail a highlight of your observation time. This might
include a successful or interesting strategy, a humorous story, a particular student’s discovery
(confidentiality!), something that relates to a discussion we had in class, something that relates to
a chapter you read, something you want to know more about, etc.

One of the students is from Sudan. His family does not speak much English so it is
difficult to communicate on a day to day bases. A translator is provided but typically only during
meetings. This child is three and a half year olds but is developmentally behind. He doesn’t
express himself much, can not speak his maternal language (Swahili), nor can he speak English.
The teacher suggested that he be further observed and after many meetings, they have now made
the decision to transition him to special support class where he will get the extra help that he
needs.

B. Type one paragraph describing in detail one challenge. This might be about a student that
concerns you, a behavioral/class management situation, something the teacher said or did that
was unusual/sad/frustrating, or something you’d do completely differently.

There is one student who had a behavioral specialist for the first half of the
school year. My first time at Head Start was her last week to be in the classroom,
so I was able to see the transition for what it was like with her there, to without.
Without the individual attention, I imagined the child would be too difficult for the
teacher and her aid to handle, but he actually did very well. When he would have a
tantrum, the aid would typically let him do as he pleased as long as he was being
safe, and then talk to him afterwords. Some of his actions were knocking shelves
down, knocking over furniture, and climbing on the furniture.

EDUCATION 110 OBSERVATION LOG #3

Instruction (40 pts)

List 3 instructional 1. Everyone in a line, They’re learning to wash Informal: the teacher
activities/lessons you once coats were hung up their hands properly observes and intervenes
observed. after playing outside, for necessary when needed.
sanitary reasons.
2. Whole group on Formal: The teacher
carpet, but each child go used questioning and
1. Washing hands ta turn to read aloud They’re learning sight gave an individual
words, how to read “quiz” by reading aloud
while following along to the class.
3. Whole group while with their finger,
2. Shared reading reading “No, David” rhyming and how to clap Informal: The teacher
book syllables. used questioning and
posed comprehension
They’re learning safety questions to the class
3. Lesson: safety and what is an is not such as, “What did
appropriate play. David do that was not
safe?” Followed by,
“What could David do
instead?”

Write 3 questions that you heard the teacher ask the Using Bloom’s Taxonomy of questioning, which
children. level is each question?
ex: What day is it?
1. Remembering
*These questions were used as the morning routine
question on the board. 2. Analyzing

1. Who wears these shoes? (Picture of ballerina 3. Understanding

slippers)

2. What does your shirt feel like?

3. How are we going to stay safe on the playground
today?

If you could change the way any of the

instructional activities were taught, what would you
change and why?
I would change the way that the safety lesson was
taught.
I would have had the students draw a picture that
shows that David could have done to be safe. In
this way, I would have incorporated another
extended activity to the discussion.

Reflection (10 pts)

How has this experience influenced your thoughts about becoming a teacher? Write this in a
personal, reflective tone that shows original thought. Be specific. Please do not say, “I had fun. It was a
good experience.” Dig deep and be honest!

This experience was very beneficial to me. I truly have much more respect for teachers of the
younger grades. I originally believed that teaching preschool would be the easiest because academically, it
is the least challenging. After this experience, I now realize that there are many different challenges
related and unrelated to academics that come along with it. The teachers and aids work very hard in and
outside of the classroom. While having to manage challenging students, difficult parents, and various
upbringings, these teachers have a lot of energy and are truly passionate about their jobs.
For me personally, I find that this age level wouldn’t be suitable for me. I don’t think that I would
have the energy nor patience to stay in this setting for a long time. This being said, it was a great
opportunity for me to have clarification of this by actually observing in a Head Start location.

Professionalism (10 pts) For all logs, your writing should be of college quality. 10=0-2 errors,
5=3-5 errors, 0=>5 errors