Elementary Classroom Observation Essay Sample free essay sample

I am carry oning my service acquisition hours at Palm Springs North Elementary School. which teaches classs between pre-kindergarten and 5th class. This school is located in Palm Springs North. Florida. This simple school has a entire registration of 966 pupils most life within the Palm Springs North and Miami Lakes country. The pupil demographic consist of 87 % Hispanic. 7 % White. 5 % Black. 1 % Asiatic and 0 % other. Presently the school has one principal. three vice-principals and about 65 full clip instructors. It has a pupil to teacher ratio of about 15 pupils per instructor. The mean student-teacher ratio for Miami-Dade County is 16 to 1. I am detecting the schoolroom of Mrs. Yessenia Prieto. She teaches 3rd class linguistic communication humanistic disciplines. Mrs. Prieto earned her grade in Education for classs K-5. She has merely taught elementary and has been a instructor now for near to 10 old ages. Her mean category size is about 30 pupils. 60 % of her pupils are male c hilds and 40 % are girls. There is a little group of Esol pupils in her category which need to be taught in the Spanish linguistic communication. Even though most of the schools demographics is Latino during my observations hours I have noticed that there are many subcultures within the pupil organic structure. A subculture is described as a societal group with shared features that distinguish It in some manner from the larger group in which it is embedded ( Cushner. McClelland. and Safford ; 2007 ) . The set up of this schoolroom is different from the traditional schoolroom. It is located on the 2nd floor of the chief edifice. It is a big unfastened infinite which is separated by splitters which shape the different schoolrooms. The pupils have little person desk which are grouped in fives. The instructors desk is located in the dorsum of the schoolroom and surprisingly it does non hold a computing machine. There is a level panel telecasting on the wall which is turned on in the forenoon to give the forenoon school intelligence and sing the national anthem. At times this telecasting is besides used for presentations or exercis ings which cater to all larning types. except for kinaesthetic scholars which require a more â€Å"hands-on† attack. On a day-to-day footing Mrs. Prieto writes the day-to-day assignment on the board that the pupils need to work on. They are asked to take out their diary which is normally either a reading or composing diary. The pupils are so asked to make three short assignments. At this clip of the twelvemonth they are fixing for FCAT proving so most assignments given are for reading. They read a short narrative and reply a few inquiries sing the reading. Once the clip is up the instructor reads the narrative out loud together with the pupils. She so hands out ruddy pens and have them look into their ain replies. I observed the pupils get excited to reply the inquiries. Sharing their replies with one another and working in groups encourages the pupils to link and happen commonalties amongst each other. The little size of this schoolroom allows Mrs. Prieto to be truly originative and supply personalized attending which becomes specifically helpful for certain pupils who need it. I realized that in a little schoolroom versus a larger one pupils prosecute more with the instructor and the schoolroom is much easier to pull off. I believe this to finally be more of a benefit to the pupil than it is to the instructor. Besides. Mrs. Prieto needs to give some of her category clip to her E. S. E. pupils. which frequently need more attending and clip to complete assignments. The pupils who require the most attending from the instructor are the non English speech production pupils. The group is composed of about 7 pupils all of Hispanic decent. Mrs Prieto is a Spanish speech production instructor so she is able to pass on efficaciously with this little group of pupils. I observed that this allows for the pupils to experience like they belong with the remainder of the schoolroom despite the fact they do non talk the same linguistic communication as most of the other pupils. When they are immersed in an intercultural state of affairs. this sense of belonging may be hard to accomplish because they do non cognize the regulations of behaviour in the new state of affairs ( Cushner. McClelland. and Safford ; 2007 ) . Although they are non able to understand the way of the regular category they get particular clip and way for their assignments. To make this inclusive environment the instructor must be after in front and equilibrate the different acquisition manne rs to learn the same stuff to all the pupils in the category. What I found the most interesting is an assignment that the pupils work on for about 30 min several times a hebdomad. These assignments are reading and composing assignments which prepare the pupils for FCAT proving. The instructor hands out the packages to each of the pupils. They work on the same package each clip. The pupils are alloted times to read the transitions and answer inquiries. They check their ain replies and take clip take parting in the different activities. The package is utilized in the instance a pupil does non go through the FCAT. If the pupil performed good in the package exercises but failed the FCAT the package would let the pupil to have a passing position. The dedication I observed Mrs. Prieto have with the pupils. doing certain they do good in these assignments was to be admired. It is really obvious that it is non an easy undertaking at manus but what is apparent is the wages it produces.