TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

TLSC 110 School Site Observation Log

You will complete a site observation log for each of the school visits you make. The observational notes you record
here will be used for other projects throughout Sequence 1, so you are encouraged to be detailed and thorough and to
keep your observation logs for the entire semester.

Name: Najiyah A. Bello

Site Name: St. Thomas of Canterbury School Date: Tuesday September 10th, 2019

Classroom Observation 1

Grade Level: 4th grade Subject: Math

Part I. Describe what is going on in your classroom today. (Lecture, lab, reading, assessment,
activity, etc.)
❖ Today began by observing students having physical education outside. Some students
choose to play jump rope with their teacher, Mrs. Tiffany, or play a different game on the
side. At the end of the class, the education teacher gave the students 10 seconds to run to the
end of the court and back; she did these 3 times. Some students were able to do it each time
however, some needed a little leeway time to catch up to their peers. After this, students
then walked to half of the court and then to line up for their teacher’s arrival.
❖ After coming from gym class, the students were led downstairs to the bathroom. There they
had discovered a cockroach, very much a live might I add, and decided to mess with it. I
thought to include this piece of information to show that kids would be kids no matter if
they are in a catholic school. I think this disproves the stigma around private schools that
the students who attend are well mannered and is taught to act well behaved at a young age.
❖ Students then went back to their classroom, changed their shoes, and then began reading
silently at their desk while waiting for their peers. When class began, the educator
introduced that they would be doing a new math game called ‘Round That Number”. For
this educational game, students were in partnerships and given 3 die to roll. From the three
number they had rolled, they then had to make the highest possible 3-digit number and
round it to the nearest hundredths place. At the end, the student with the highest score,
within the partnership, wins the game.

Part II. Classroom Description and Diagram (Draw the layout of the classroom. Notice where
the desks, centers, rugs, supplies are placed and what is on the walls and boards.)
❖ The layout of the classroom was relatively big and consisted of the student being in pods of
their desk around the room. However, there was a rectangle table in the front that seemed
to also be an area for students to sit at or for the teacher to use when convenient.
❖ The educator had a smartboard in the front which was connected to her laptop and some
small white boards around the class. connected to the smart board.
❖ There were storage drawers, cabinets, and posters relating to key terms and objectives on
all subjects.
❖ The educator desk was in the back, right corner and compared to other teacher desk it was
big and had a lot of workspace.
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

Part III. Describe what do you think the role(s) of the teacher in this classroom? Describe
activities or actions the teacher taking to fulfill this/these role(s)
❖ The educator, Mrs. Delgado, monitored all of her students on her own. Of course, the
students did have times where they had gotten out of control but, it seemed so easily for her
to get them back to the expected behavior they were taught.
o Teacher would remind them their area within the school for instance in the hallway
of the roach students had gotten loud and was running away. Mrs. Delgado quickly
reinforced the rules that were supposed to be followed in the hallway no matter any
situation.
❖ The educator understood all her students needs (explained more in part V).
❖ Overall like any other teacher, Mrs. Delgado was there to be a friend, reference, help, and
authoritative figure to her students. The respect level she had for them and vice versa was
clearly shown through little acts of both through out my time there. Most importantly, she
had high, manageable goals and expectations she wanted her students to follow and for
their peers to continue to show in order to influence others in the classroom.

Part IV. How is primary language development and secondary language development supported
in the classroom? How are students with special needs supported in the classroom?
❖ Within Mrs. Delgado classroom most students spoke English and did not really seem like
many had a language barrier from their peers. However, there was one student who is in
the process of bettering his English. With this, his peer, who sat next to him, had to explain
the directions to him in their native language. Mrs. Delgado is clearly aware of this but
neither him and or her lets that hold him back from participating in everyday activities.
The student was still able to participate in the game and on his own was able to visibility
pieces together how to play. He was still able to smile and laugh along with other mistakes
and fun.
❖ In relation to special needs students within my classroom, I could not tell if there were any
however, Mrs. Delgado did help two students personally with the game but, it is unsure if it
is because they are ELL, SPED, or just needed addition math support.

Part V. Record notes to summarize what you notice the teacher doing during the class session
you observe. How has what you observed connected with course readings?
❖ The educator understood all her student’s needs.
o In chapter 4 Woolfolk talks of educators providing direct instructions for students
of learning disabilities. (I see this being universal for all student learning diversities)
In my time observing Mrs. Delgado, I noticed how she would use the smartboard to
her full advantage when explaining the new math game. She drew the table,
modeled how to play, wrote the numbers and reviewed rounding rules verbally and
visually explain it for all of her students. In result, the students were ready to jump
right into the game. I think this proves that she provided a good explanation
because the students needed little to no guidance—even the students she helped
personally play, she was able to leave them by themselves to play after 5 minutes of
monitoring them.
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

❖ Educator regroups the student when they are steering into their own world.
o As previously mentioned in my last observation, educator used the skill of –
engaging students’ behavior because she reinforced the student’s behavior walking
in the hallway. Additionally, the students have rotational jobs like holding the doors
for their peers. A female student and male student were chosen, and they have to
communicate who is going to do who – Mrs. Delgado explains to them that they have
to be on top of their jobs.
❖ Student learning English in addition to having a traditional language.
o This idea follows Woolfolk definition of Additive Bilingualism.
❖ Educator calls out names of students who are following directions right away
o The skill the teacher present when doing this is Peer Influences --- in other words,
by listing peer names of who is doing what the teacher expects it resonates to other
that they also want to be recognized by the teacher. From teacher 3rd graders in
high school I notice that the young kids ‘feed’ off being noticed for doing good. –
sense of self- achievement--
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

Classroom Observation 2

Grade Level: Pre-Kindergarten Subject: N/A

Part I. Describe what is going on in your classroom today. (Lecture, lab, reading, assessment,
activity, etc.)
❖ Students were transitioning from a coloring activity (a fish) to sanitizing their hands and
lining up to go to lunch --- their lunch room was a good size because they are young kids
however, if the size of a lunch room was for middle or high school students then they would
have definitely been on top of each other--- The students ate corndogs, pear slices, corn, and
drank white milk.
❖ After lunch, we returned to the classroom where students were called by their names, one
boy and one girl, to use the bathroom and then to line up in pairs for recess at the park. –
while walking to the park students had to hold hands with their partner there and back ---
there are two parks near the school.

Part II. Classroom Description and Diagram (Draw the layout of the classroom. Notice where
the desks, centers, rugs, supplies are placed and what is on the walls and boards.)
❖ The classroom was huge . The students had so many toys, games, coloring activities, the
list goes. It was sure that they could never be bored in the classroom.
❖ Many storage cabinets and drawers that seemed to be packed to their rims of even more
activities for the students to do.
❖ 2 desks for each educator, both in separate areas.
❖ Flat screen tv (not too big), speakers and DVD player
❖ 2 bathrooms inside classroom.
❖ 2 air conditioners
❖ Snacks; dried cranberries, apple juice, and orange juice.
❖ Tile flooring but, they have alphabet carpets
❖ Cubbies for student’s backpacks, coats, etc. and also some used for storage.
❖ Students ‘desk’ consisted of 4 long rectangle tables that had their names in front of each
chair on the table.

Part III. Describe what do you think the role of the teacher in this classroom? Describe activities
actions is the teacher taking to fulfill this role
❖ There were two educators both equal in their job. They seemly to break the students into
two groups to better manage them and gain attention. --- of course, combining them for
recess and lunch, etc. – Each educator took authority and shared the platform equally at all
times.
❖ To gain the students attention they had songs and clapping signals that the students were
expected to respond to in order to prove they were listening.
❖ One teacher would lead the students at the front and the other would monitor those at the
end of the line when leaving the classroom.

Part IV. How is primary language development and secondary language development supported
in the classroom? How are students with special needs supported in the classroom.
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

❖ Since the students are at a young age and learning to even form sentences out of baby talk
to communicate in general to everyone the educators would show them [something] and
then would ask if they wanted it, had it, etc. or not.
❖ When the students did something inappropriate the educators would say that they know
they are not supposed to be doing [the action] they did or would say “not nice” if they were
causing harm to other students.
❖ Enforced time out or separating the student from their peers.

Part V. Record notes to summarize what you notice the teacher doing during the class session
you observe. How has what you observed connected with course readings?
❖ Students and educators communicate using Expressive Vocabulary
o When the students would hit and potentially bite their peer(s) the educators would
call them out and say “not nice” this also happened vice versa of the students saying
“no” or that another peer hit them.
❖ Students are able to recognize the sentences that their educator is saying to them but.
Unable to respond in full sentences
o Students are following Woolfolk definition of Receptive Vocabulary. They are able
to understand if they want corn for lunch but unsure how to respond using words
just notions like nodding their head.