EDPC 3300 Observation Write Up One (25 points)

Your name: Time Observation Began: 8:50 (AM/PM)

Itzel Terrazas Time Observation Ended: 10:17 (AM/PM)
Date of Observation: 02/24/2023 Length of Observation in Minutes:
Type of Classroom (Level 1-Level 6): Grade Level Number of Students in Class: 7 students
Observed: Renata Sebastián
CRC classroom 9-12 High Ali Sebastián
Career Readiness Certificate School. Peter Leslie
Jesús

1. Describe the classroom’s physical arrangement. Draw or attach a map if you like, and make sure to label
where the teacher is positioned relative to the students. The classroom is like two classrooms together, it
has a lot of space, and a little room where it has a little refrigerator with drinks like juice, milk, and water.
And a stand with snacks and cereal. Around the classroom, they have a lab and math workshop, a place
with toys so if students want to go distract themselves. Is decorating with all the art, assignments, and
drawings of students. Also, the tables are in the middle of the class some other desks are around and the
desk of the teacher is in front of the classroom and in front of the big table in the middle. Next, I notice that
Ms. Huerta has around the classroom poster of signal language, instructions on what to do if someone has
an injury or concussion, and a poster of manners.

2. What kind of lesson were you observing (subject area, content area, skill)?
I have been observing three different types of classes; are CRC, Spanish, and Dance.
3. Did any of the students have an aide or another adult working with them? If so, describe that person’s role
and how they might help a student access the curriculum. Yes, there are three aides, Ms. Aguayo, Mrs.
Adrian, and Mrs. James. Every aide is helping the students with their needs I notice that, but I saw that Ms.
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Aguayo is the one who takes care of Jesus, Mr. Adrian of Leslie, and Mr. James of Peter. But everyone
helps each other; I notice that even the students help their peers.
4. Name the components of the lesson and what strategies the teacher used to make it multi-modal and
multi-sensory, if any. If instruction occurred in only one mode, describe the mode of transmission of the
information (written, verbal/oral, etc) and the interactions between the students and the teacher.
Ms. Huerta uses both strategies because she lets the students speak what they need and lets them know that
what their think is important to hear. She uses written and verbal assignments like the letter for valentines,
the math assignments, etc. At the same time teachers are asking questions, are interacting with the
students by asking them if they like the activity, what they like to do next, which music they would like to
listen to, and many other conversations that transmit their trustfulness and kindness.
5. How did the teacher move around the room? Describe teacher movement patterns relative to the students.
Ms. Huerta’s movements are staying in the middle of the table with the students and interacting with students.
And going to her desk to do accommodations, excused absences, and paperwork. Other aides are there
helping students with the work, helping them go to their other classes, take it to them to get lunch and
they come back to class.
6. What kind of behavioral prompts did the teacher use? What kinds of nonverbal communication occurred
during the observation? Ms. Huerta uses all the prompts. full physical when she gives instructions about
the assignments they have daily, and partial physical she uses a lot with Jesus when he gets annoyed Ms.
Huerta and other aides tell them to breathe or tell him to go to the corner to get toys or the cubes to relax.

7. When the teacher gave instructions for the lesson, were they clear to the entire class? Did the teacher
provide instructions in more than one modality? Did they give instructions more than once? Yes, Ms.
Huerta is clear on the instructions totally and she asks many times if they have questions if they wanted to
Ms. Huerta repeats the questions, and always asks if they have questions or struggle with the instructions.

8. What was the classroom climate like? How did other students support or hinder each other’s achievement
during the lesson you observed? What kinds of student cooperation did you observe? The classroom
climate was friendship, kindness, and loving. Others support each other with the assignments, and with the
aides, if they have trouble with the children, they also support when some of their peers get attacks, when
they are annoyed, or when they are not on task. I noticed that teachers and students help each other a lot.
I observe the kind of support each other as if they were one.

9. How did the teacher encourage or discourage inclusive social behavior from the student body? What kinds
of clues (physical/environmental, social/cultural, nonverbal/facial expressions, verbal/spoken beliefs) told
you how welcoming the classroom would be for students with disabilities? Teachers encourage students to
sell popcorn every Friday to faculty and students make them interact with every person who comes to buy.
Also, in the dancing spring, they are going to be there interacting with others. They participate in any
activity Ms. Huerta assigns. The classroom feels welcoming because of the attitude of the aide and Ms.
Huerta are funny, loving, patient, and kind. Next, the way everyone interacts and helps each other is so
great. I think the way the classroom is decorated with art, assignments, rules, and instructions if something
happens it makes the environment feel safe and trusted. In the way of culture, they are so respectful
because they are Vietnamese, White, Mexican, and color students and they treat the same and that’s
something that is respectful. Also, the teacher had a lot of patience and know how to handle a situation
especially when Jesus came a little aggressive, they know how to act also when students feel sick, they call
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right away the nurse and they have an aid kit for the illness, they respect too when students are not in the
mood or do not want to do the assignments. As I said Ms. Huerta and the aides work so well, are patient,
work as teamwork, and are respectful.

10. Were all the students aware of the behavioral expectations in the classroom? Were these posted
anywhere in the room? How many times did you observe students acting in ways that were counter to the
behavioral expectations? Were any students treated differently for meeting or not meeting behavioral
expectations? Yes, I notice that students were aware at the moment they take care of each other and
know how to act in any behavior. I noticed Ms. Huerta had a poster on the wall with instructions and
precautions for a concussion, how to wash their hands, and how to get help. I had an experience with a
student in the way to the next class he run to the exit door that goes to the street and the aide asked me to
go get him because I am younger, and I can get him faster. He was mad because I got him on time, and he
began to force but I was trying just to get his arm. Then the aide came and we go inside she called Ms.
Huerta, and I was with the aid if Jesus wanted to run again, then he was mad and he began to throw things
and the aide Ms. Aguayo and Ms. Huerta called his father, at the moment the father was speaking with him
he was on task, and go inside of the class and go to get a toy and sit on the table and play. No, I saw that
they were treated the same if they meet tor not meet the behavioral expectations because Ms. Huerta
includes everyone in everything.

11. Were all the students aware of the curricular expectations in the classroom? Were any students treated
differently for meeting or not meeting curricular expectations? Yes, they are aware Ms. Huerta had on
board the accomplishment they must accomplish. As I said earlier no students were treated differently for
meeting or not meeting the curricular expectation because I noticed Ms. Huerta try to help everyone’s
expectations. If they do not meet the curricular expectations, she tries harder to help them make a little
progress.

12. Based on what you observed, how would you plan this same lesson differently? What kinds of supports or
activities do you think would help aspects of the curriculum be more accessible for a student with an IEP?
What kinds of students would those changes impact the most? Provide a rationale for your answer. I
would change a few things because I feel they can do more interactions than doing kindergarten stuff, like
coloring. I saw that their assignments are math and at the end, they color like the results or match the
numbers and color or let them watch videos. Well, just Jesus watched videos, but I feel he can interact
when he is in a good mood. I think they should interact more in the real world of course with an aide that
can help him/ her how act, tell them what’s wrong or good, and support them. To be honest, I think the
students with autism would be the most impacted because someone has trouble interacting, social
communication, and repetitive behaviors. But I feel it can impact them in a good or bad way because it can
help them to control all these disorders or make them worse.

13. If you had a child who needed an IEP, would you pick this classroom for their education? What
modifications would you want to be made in the classroom? Why or why not, based on the results of your
observation? Support your reasoning with examples. I am not sure that I would choose these classrooms
because I am a person who likes to meet other options to compare which one accomplishes my needs. But
for now, since I just know this CRC class I would say yes but I would make some modifications. I would
choose it because Ms. Huerta and the aides convey their trust right away, they are so kind and responsible,
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and from what I saw they are good in this field. The way they teach the class is good, but I feel these kids
have a lot of potentials to do other things than coloring, I feel they can do like harder stuff. Like, projects,
physical activities, and quizzes. But I feel I need to get more into this stuff to get to know how everything
manage.