Running head: OBSERVATION REFLECTION PAPER

OBSERVATION REFLECTION PAPER

Kristen Thomas

Paris Junior College

EDUC 1301.200

Dr. Marian Ellis

5/1/20
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I spent my observation time at Farmersville Intermediate School. This campus is

composed of grades second through fifth. Currently I am employed at this campus as an

educational aide. This position affords me the opportunity to spend time in a variety of

classrooms. Some of the teachers and classrooms that I had the chance to observe in were

Mrs. Godwin in second grade, Mrs. Cathey in fourth grade math and science, Ms. Donald in

fourth grade English language arts, Ms. Morrison in dyslexia and reading resource, and Mrs.

Hacker in LEAP. Each classroom had their own climate and each teacher had her own teaching

philosophy. I would like to reflect on Mrs. Cathey’s and Ms. Donald’s classrooms.

Mrs. Cathey who teaches fourth grade math and science struck me as being the type of

teacher that I would have liked to have had as a student and in some aspects the kind of teacher I

would like to be in my own classroom. During my observation time I noticed that Mrs. Cathey

would point out the accurate points of a student’s answer and correct gently when needed. She

would never speak negatively to a student. For example, if a student said that the numerator was

at the bottom of a fraction Mrs. Cathey would explain that the numerator is a part of the fraction

at the top; the denominator is at the bottom. Building up the student’s knowledge by asking open

ended questions and checking for comprehension during and after a lesson were paramount.

There seemed to be at least two to three checks for comprehension and a focus on TEKS. She

would say to a student, think about what we learned yesterday and let’s look at the board to think

about what we will learn today. Then she would have a student read the board for the TEKS of

the day. For example, Math 3.C-We will determine if two given fractions are equivalent using a

variety of methods. Students who were more kinetic learners were able to interact with the lesson

by using three dimensional models at their work station and visual students could write on white
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boards. A variety of seating was also offered to encourage attention and comfort. Math,

especially in fourth grade, moves at a rapid clip. Mrs. Cathey would offer adapted learning

sheets and small group pull outs to her students that were falling behind in comprehension. The

lessons were all teacher and district driven given state testing mandates, but student needs were

always at the forefront. Positive uplifting interactions, comprehension checks, and flexible

seating are aspects that I would like to implement in my future classroom.

Another teacher that I had the opportunity to observe was Ms. Donald. This was Ms.

Donald’s first year in the classroom and unfortunately it was painfully obvious. Although

Ms. Donald seemed to have a great deal of compassion for her students she did not have class

control. There appeared to be no positive relationship between teacher and student. Repeatedly

the students would be disrespectful and talk over her or speak inappropriately. Ms. Donald had

no response for these actions and she seemed defeated. Only one learning style, visual, was

tailored to. There were no differentiated learning options. Given the time I got to spend in this

classroom, I now know what I do not want for my classroom. In my future classroom I would

like to respect my students in their education journey by providing a structured respectful

climate.

I found my time in a classroom to very rewarding. Positive reactions, high expectations,

and mutual respect are all things that I witnessed in Mrs. Cathey’s classroom and were missing

from Ms. Donald’s. Noting this contrast reinforced my teaching philosophy. Now more than

ever, I feel driven to complete my educational journey and find my own voice in a classroom.