Classroom Observation #1

For the first classroom observation, I visited my Alma Matter, the Math, Science, and
Technology Magnet Academy at Roosevelt High School. I visited my former 10th grade history
teacher, Ms. Ramirez. She allowed me to stay for her second period and observe her 10th grade
US history class.
During second period, Ms. Ramirez’s objective was to summarize the end of World War Two
and the aftermath of both Europe and the US. She used the review as a means to transition into
the beginning of the Cold War, and the manner in which it affected not only the US, but also the
world. She framed the Cold War struggle as a conflict between opposing ideologies: communism
and democracy.
Students were generally well-behaved. Although there were some side conversations and the
use of electronic devices for class-unrelated purposes, they were rare. Most of the students also
exhibited a keen interest in the subject matter, which they demonstrated during the guided
practice portion of class, during which they mostly stayed on task.
Ms. Ramirez relied heavily on google images for the majority of lecture, providing
visuals for those students who did not grasp certain concepts. She had a PowerPoint presentation
but did not use many words, mostly images. As most students learn better using images to
illustrate concepts, I felt this was a good way for her to move the teaching part of the class along.
One of the things that struck me about Ms. Ramirez’s teaching style was that she would
check in on students as she was teaching by asking questions that reinforced what she was
imparting. For example, as she was explaining the conflict between the USSR and the US, she
asked what the conflict between the countries was about, to which her students replied: ideology.
Also, she would ask her students to elaborate on their answers, even if they were the right
answers, which I found was useful in teaching the students to support their arguments with
evidence.
Engagement in the classroom was higher than I expected. The students were very
receptive to their teacher’s feedback when it came to the guided and independent practices.
When they reviewed their primary sources, Ms. Ramirez made sure to walk around and observe
their conversations, mostly during independent practice. Then she would latch onto a point a
group made and ask them how they came to their conclusions or she would give them more in-
depth info as she was walking around or as the students requested. For example, there was a
group that had an inquiry about spies during the Cold War and Ms. Ramirez gave them an
example of a famous couple of US citizens that were executed for treason due to their espionage
for the Soviets.
The lesson was a great example of what the 10th grade standards demand. Ms. Ramirez
reinforced the importance of chronological and spatial thinking by using maps to highlight the
main players during the Cold War. The students analyzed primary sources, as per the standards,
and were encouraged to view the Cold War as a direct result of brewing ideological conflicts. As
per History-Social Science Common Core Standards, the students were also taught about the
Marshall Plan, and how the aid distributed among the European countries served to build
alliances in the coming conflict.
 The lesson was well-balanced; the teaching portion was not too lengthy, but to the point.
The guided practice was productive, and students were engaged and volunteering answers. The
independent practice was not finished in class, but the time allotted to it ensured that students
understood what they were doing before they had to go.
While there was no physical evidence to suggest that the students were meeting content
standards, the students themselves all seemed highly knowledgeable and productive in the
classroom. Overall, I felt the lesson was effective in reviewing past material and using it to
transition into new material. The way in which students were made to engage during the teaching
portion of the class and their thoughtful answers reassured me that the material would stay with
them.