Running head: OBSERVATION # 1 SETTING 1

Observation 1
Jamilex Polonia
Raritan Valley Community College
Professor Kimberly Schirner
November 11, 2019
SETTING 2

EDUC-230-02 EDUCATION FIELD EXPERIENCE

I. Observation # 1:
Setting

II. Grade Level and Subject Area:

5th Grade, Language Arts and History

III. Setting:
Classroom type is inclusive general education, in a public school which is located in an
urban area. Consists of one educator, one special education teacher, 24 students (13 girls,
11 boys).

IV. Pre- Observation:

Before beginning my observation of the classroom, I assume there will be
organized desks where the students sit. I am also expecting there to be a small classroom
library with a variety of books for the students to choose from, and a reading center
where the students can read if they do not want to read in their table. I expect there to be
a table apart from the teachers desk where the teacher can sit and meet with the students
to help them with classwork or have reading groups. “These Innovative spaces will
enhance learning opportunities in a variety of ways- by decreasing pre-task and
administrative set up, facilitating student-centered lessons, equalizing participation, and
allowing students to work with more classmates than they would in traditional
classrooms” (Gurzynski-Weiss, Long, Solon 2015).
In each classroom there should be a classroom library that students have the
freedom to choose their own book to read. The library center should also have a reading
carpet where students can sit down or lay down when it’s time for quiet reading, this
gives students the freedom to sit where they would like and enjoy silent reading. In
addition, I would look for a table apart from the teachers desk for a teacher/ student
relationship throughout certain lessons. Jenn Marie states that there is a process of student
engagement where it’s understood as staff and students learning and working together to
foster engaged student learning and engaging learning and teaching enhancement; but it
could also be understood as a collaborative reciprocal process through which all
participants have the opportunity to contribute equally, although not in the same ways
(Marie 2018)

V. Data:
 All of the materials were available for the children when needed.
SETTING 3

 All the decorations were at eye level for the students to see.
 24 students in the class with 6 groups of 4.
 Teacher desk is located in the far right corner away from the main door (door #1)
 There is a door right next to the classroom door which leads to a closet where the
students have their own cubbies.
 In front of the teachers desk and along the wall by the windows there’s bookshelves
with a variety of books for students to read.
 Next to the classroom library there’s a carpet for the students to sit and read.
 There’s a kidney table in the back of the classroom for the students and the teacher to
sit and work together.
 Breakfast is at the beginning of the school day, after breakfast the teacher goes
straight into her lesson
 The teacher only teaches Language arts and History.
 The students switch classrooms during lunch to go to their math and science teacher.
 During the morning the teacher sometimes had a morning meeting where they talk
about different things.
 Before tests the students gather at the carpet and the teacher goes over the information
needed and answers any questions that the students have,
SETTING 4

VI. Analysis:
While observing I noticed that the teacher had a walk-in closet for the students to
put all of their belongings. The classroom had desks that were shaped like a trapezoid and
she had the students broken up into 6 groups of four. The reading center was towards the
back of the classroom next to the teachers desk which helped the teacher keep track of the
students while they are doing silent reading. The students had a daily routine which they
followed every morning. Next to the white board she had different jobs for the students
that consisted of line leader, line ender, paper passer, homework collector, etc. which she
switched every week.
While Observing I noticed that the teacher tends to change seats every week or
two weeks. I also noticed that throughout the week if the seating arrangement wasn’t
working for certain students she would change their seats so that it’s not a distraction.
There were 6 students in the class who had an Individualized Education Program (IEP),
they were pulled out of class for Language Arts but the teacher did a good job splitting
them up so that they can work with the rest of the students in the class.
Morning meetings were held in the reading area where the students would sit at
the carpet and the teacher would sit in a “papasan chair” that she had right next to the
carpet. After class meeting the students would return to their seats and usually the teacher
would begin with her history lesson, after the first lesson they have their special
education class. On their way back to the classroom 6 students who are in (IEP) go to a
different classroom with another teacher to work on Language Arts and the students
return right before lunch. While this is happening the rest of the students continue to their
normal class and they have snack time that lasts about 10 minutes. After snack the
teacher does a language arts lesson which lasts until lunch time.
Throughout the lesson the teacher-maintained control of the classroom, the noise
level stayed at a good level and the students stayed very attentive during the lessons. The
teacher was able to move freely throughout the classroom whenever the students needed
help with a task or wanted to walk around in order to observe the students. During the
History lesson the teacher does a lot of hands on activities to have the students be more
engaged with the lesson. During this time there’s usually two teachers in the classroom
one of them is for the students who have an IEP.
During the language arts lesson each day tends to be different, some days the
teacher is teaching new material to the students so throughout the whole lesson she is
teaching new techniques and giving classwork to help the students understand. There are
days where the teacher will have worksheets for the students to complete and she’ll
explain how to complete and then after explaining she’ll call different reading groups that
she has picked out to join her at the kidney table and read a mini book. When she’s with
the reading groups she has the students make inferences about what they believe the mini
book is about, she also gives the students sticky notes to write down any question that
they want answered. On testing days the teacher goes over the reading that the students
are being tested on and answers any questions that the students have. From what I’ve
observed all the reading tests are open notes but spelling tests are not.
Overall, the teacher has a set routine that she follows, and has a separate routine
for her students to follow and it helps her stay organized and helps the students stay
focused and know what they’re doing everyday.
SETTING 5

VII. Recommendations:
Following my observation, I made some recommendations that would help
increase the students learning opportunities. The recommendations I am making are
based on what I feel would increase the students learning experience. The education
space is important because it conveys an image of educational philosophy about teaching
and learning (Park, Keum Choi 2014).
The first recommendation would be to move the computer cart next to the
smartboard/ projector in the front of the classroom. I feel that this would work better than
having it next to the teachers desk because it causes less of a commotion around the
teachers desk. I also feel that a student shouldn’t be around a teachers desk when the
teacher is not at her desk.
In addition, I would move one of the carpets that is in the reading center next to
the white board. I would do this so that the students have more options of places to be in
the classroom during silent reading. I feel this would benefit because there would be less
commotion and students would be able to focus better. I also think that with moving the
carpet next to the white board the students tables should be moved away so that none of
the students are sitting right in front of the board. This will help reduce the chances of
students eyesight being strained. It also gives the teacher more space to move throughout
the front of the classroom.
 SETTING 6

VIII. Post Observation:

When I look back at my pre-observation I understand why setting and classroom
layout are so important. The setting and layout shows just what kind of teacher you are
and what your philosophy in teaching is. Not only does it show this but it impacts a
students learning greatly. At the beginning of my observation I thought about how my 5th
grade classroom was set up but I didn’t think about why the classroom was set up the
way it was. The smallest thing can disengage students from the lesson, being able to
understand what works best and think on your feet is very important. The teacher I am
observing is a great example when it comes to thinking on her feet, she can spot the
disengagement of her students and figure out a way to get her students engaged in her
lesson.

IX. Citations:

Gurzynski-Weiss, L., Long, A., & Solon, M. (2015). Comparing Interaction and Use

of Space in Traditional and Innovative Classrooms. Hispania, 98(1), 61-78.

Retrieved from www.jstor.org/stable/24368852

SETTING 7

Marie, J. (2018). The relationship between research-based education and student–staff

partnerships. In Tong V., Standen A., & Sotiriou M. (Eds.), Shaping Higher

Education with Students: Ways to Connect Research and Teaching (pp. 30-40).

London: UCL Press. Retrieved from www.jstor.org/stable/j.ctt21c4tcm.8

Park, E., & Choi, B. (2014). Transformation of classroom spaces: Traditional versus

active learning classroom in colleges. Higher Education, 68(5), 749-771.

Retrieved from www.jstor.org/stable/43648751