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: Lincoln Park High School Date: Thursday September 12th, 2019

Classroom Observation 1

Grade Level: Senior/Junior Subject: Physical Education

Part I. Describe what is going on in your classroom today. (Lecture, lab, reading, assessment, activity,
etc.)
❖ Today Students finished working on their fitness testing – Pacer
❖ Since the school had an assembly today, the class only included seniors while the
juniors were taken by the other female gym teacher to the auditorium.
❖ Students went outside to play football or to walk around the baseball field. – their
choice---

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 gymnasium is kind of small for it to be able to accommodate high school
students. It was also new to me that it was located on the second floor and not the
first floor in the building.
❖ Consist of a boy’s and girl’s locker room on opposite ends.
❖ Basketball hoops lined the court, school mascot (lion) plastered on the walls
❖ Blue wall matts and bleachers

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)
❖ Motive students to push themselves and to follow directions
o Strong encouragement during the pacer
❖ Be active and have fun
o Played football with her students

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?
❖ Educator explained how it is very inclusive gym classes --- Special need students are
included with the general gym population.

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?
❖ N/A --- not much teacher instruction the students had a lot of leeway to choose what
they wanted to do.
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

Classroom Observation 2

Grade Level: Juniors Subject: IB HL World Lit 1

Part I. Describe what is going on in your classroom today. (Lecture, lab, reading, assessment, activity,
etc.)
❖ Students are continuing their discussion of global issues. Today students were put
into groups to produce definitions of what they believe the global issue means to
them and post it into a google slide document that was created for all of the students
in the class.

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.)
❖ Projector and white board
❖ Teacher desk is in front left corner
❖ Room is relatively very small but, accommodates the students class size
❖ Provided a class set of chrome books
❖ Bookshelves and cabinets built into the walls
❖ First year diploma program (2 years in total – junior and senior year –
❖ Air conditioner
❖ Drawings and words of motivation on the walls

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 to provide assistance to students
o Teacher explain how his students are very bright and welcoming--- they do
not need much guidance--- always ready to jump into work --- “it will amaze
you”
o Teacher encourages his students to enhance their thoughts and drives them
to think in different points of views.

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.
❖ Primary language his English
❖ Mostly White students and African Americans, but other ethnic diversities
represented.
❖ Does not seem like language is a barrier within his class time
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

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?
❖ Educator listens & monitors group work/ guides student’s ideas to explain more –
guides their thinking --- positive feedback & Encouragement.
o This follows Woolfolk concept of educators being able engage their students
minds and emotions in order to provoke higher thinking
▪ Global Issues:
• 1). Culture, identity & Community
• 2). Beliefs, Values & Education
• 3). Politics, power & Justice
• 4). Art, Creativity & Immigration
• 5). Science, technology & Environment

❖ Educator tries to make connections to his student’s and the global Issues
o Metacognitive Strategies – Educator ask students to connect the reading and
packets to how they, themselves have added to something in order for it to
become a global issue.
o Engaging Students emotions --- Relate classroom work to outside life. This is
to help students better define their global issue term into their own words.
▪ How does society “us” make global issues, global issues?
❖ Educator encourages student involvement – ensures that there are no wrong
answers or opinions because they are telling what something means to them.
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

Classroom Observation 3

Grade Level: Freshmen Subject: Biology

Part I. Describe what is going on in your classroom today. (Lecture, lab, reading, assessment, activity,
etc.)
❖ Students began class by doing a bell ringer ---What is the most important
characteristic of a good experimental design? – In addition to answering this
question students had to use the example of cereal and connect it.
❖ Students took out their notebooks to finish notes that they started the previous day
❖ Students broke off into their lab groups to work on an activity that related to their
bell ringer.
o Students had to build a structure out of Legos and explain the steps in a way
that someone who would not know what the structure would look like would
be able to build an exact replica using the steps the students wrote out.

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.)
❖ Telescopes
❖ Windows with blind raisers
❖ Big room but a lot of students so it makes it seem small and compacted.
❖ Projection
❖ Teachers do not really have a set desk
❖ Science posters and books
❖ Air conditioner
❖ Eye water station
❖ Lab desk arrange to be towards the from --- 3 X 4.

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 are two male teachers present within the classroom
o Main educator = teaches the notes and hands back the homework.
o Supplemental educator = walks around while the students are taking note
and makes sure they are following along – keeps track of the students with
IEP’s and 504 Plans.
▪ Has a printout of the notes sheet
▪ Takes attendance
▪
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.
❖ Primary language of development is English – does not seem like there are language
barriers of students in the classroom.
TLSC 110 School Site observation log ( F-2015, revised 7/20/2015 DCE)

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?
❖ Educators monitors group work – provides feedback if they are on the right track
o Engaging Students’ minds and motivations = Students were given the task to
explain their structure so that someone who does not know what the
structure looks like would be able to make an exact replica from their steps --
- from going around and getting feedback students soon realized that the
task was more complicated then it looked.
❖ Educator plays music
o Cognitive Strategies = Though music can be distracting to some, the educator
played music on a low volume to get the students active participating in their
group work – one student even broke out into some dance moves .
❖ Universal Teaching
o Teacher Variables = the Educator was able to alternate his ways of
explaining concepts and terms to help his students fully understand. He used
props… jokes… words... hang jesters, and helped the students draw
connections to their lives to help them understand.
❖ Educator uses many examples and clarifies his every word with his students
❖ Educator is able to gain students attention (easily)