Bria Whatley

October 20, 2016

I. Observation
a. Planning
II. Grade
a. Kindergarten
III. Students
a. 9 girls, 8 boys
IV. Setting
a. The Learning Gate
b. Ages 5-6 years old, 17 students, 1 head teacher, 1 assistant
teacher
V. Pre-observation
a. The purpose of this observation is for me to understand how the
teacher does her lesson plans. When I go in the classroom to
observe, I notice that Mrs. Sharon has her lesson plan visible so
she can see what she has to do for the week. I believe that is
helpful because its a reminder on what the children have to
accomplish and she has to teach. This week it was the letter s
and also the number 5.
VI. Data:
a. I sat down with Mrs. Sharon and spoke to her about how she does
her lesson plan., She then explained to me that she follows the
star fall curriculum which assist the kids in learning the letters.
She also explained that they do hands on learning and that also
helps the kids. For example, when she was teaching the lesson,
she used the play-dough mats and had the kids make the letter
s out of play-dough. The children also learned by reading the
letter s poem together with Mrs. Sharon. While I was taking in
information, I also remember reading about how children learn
by doing. Their minds understand more by play then sometimes
by learning. (Bilodeau, 2012) Thats what Mrs. Sharon did when
she let the children use the play-dough mats.
VII. Analysis:
a. I believe that Mrs. Sharon methods of teaching are very efficient
because you can see the children learning when she is done with
the lesson. I then sat down with the kids and wanted to see if
they understood what Mrs. Sharon taught them. They did very
well as I pointed out the letter s and asked them what the
letter s sounds make. I also asked the children to show me the
letter s in words around the classroom. The children seem very
interested in learning something new and Mrs. Sharon did a good
job in helping them understand the lesson for that day.
VIII. Post Observation:
a. After observing Mrs. Sharon, I would use her technique because
when she was done with her lesson the children understood
everything. I asked the kids before the lesson to give me a word
that start with the letter s and they couldnt. I also asked them
to sound out and point to the letter s and they also couldnt. At
the end of class, they surprised me and showed me what they
have learned. Mrs. Sharon used many different ways of teaching
such as big groups, small groups and one on one with the
children. This was good because if a child was struggling then
she would know in the one on one group.
 References:
Bilodeau, Kylee, Hand-on Strategies to Help Assist Children in Letter
Formation and
Letter Recognition (2012)

Bilodeau, Kylee, Hand-on Strategies to Help Assist Children in Letter

Formation and
Letter Recognition (2012)