Home — Essay Samples — Education — Classroom — Examples of Classroom Observations

test_template

Examples of Classroom Observations

  • Categories: Classroom

About this sample

close

Words: 982 |

Published: Mar 25, 2024

Words: 982 | Pages: 2 | 5 min read

Image of Dr. Charlotte Jacobson

Cite this Essay

Let us write you an essay from scratch

  • 450+ experts on 30 subjects ready to help
  • Custom essay delivered in as few as 3 hours

Get high-quality help

author

Prof. Kifaru

Verified writer

  • Expert in: Education

writer

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

3 pages / 1570 words

1 pages / 621 words

1 pages / 462 words

3 pages / 1347 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Classroom

Learning is a crucial process for students as it acts as a changing factor in their lives. The process, therefore, requires ample time and proper concentration for the successful occurrence. Class size is a factor to be [...]

Classroom management is a critical component of a successful teaching experience. Without proper management techniques, teachers may struggle to maintain control over their classroom, resulting in disruptions, lack of student [...]

Special education classrooms are designed to meet the unique needs of students with disabilities. These classrooms often have a different structure and focus compared to general education classrooms. Observing a special [...]

Classroom management is a crucial aspect of teaching that directly impacts student learning and behavior. As a teacher with several years of experience, I have encountered various challenges and successes in managing my [...]

Do teachers change when they are evaluated? Do parents worry about their kids being in school? Have many students been accused of something they didn’t do? All of these problems can be eliminated with one little piece of [...]

Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

  • Instructions Followed To The Letter
  • Deadlines Met At Every Stage
  • Unique And Plagiarism Free

classroom observation essay

The Study Corp Logo

How to Begin an Observation Essay: Tips and Strategies

  • Dr. Huey Logan
  • December 8, 2023
  • Study Guides

Welcome to our guide on how to start an observation essay . Whether you’re a student or a professional writer, beginning an observation essay can sometimes be a challenging task. It requires careful planning, attention to detail, and an ability to capture the essence of the subject or event you’re observing. In this article, we’ll provide you with valuable tips and strategies to help you kickstart your observation essay effectively.

Here's What You'll Learn

Before we dive into the tips and strategies, let’s briefly discuss what an observation essay is. It is a type of paper where you provide remarks and findings about an individual, group, or event, focusing on specific details. Your goal is to describe your observations on a particular theme, engaging your readers through vivid descriptions and sensory details.

Now, let’s explore some key takeaways that will guide you through the process of beginning your observation essay:

Key Takeaways:

  • Write in the present tense to establish a sense of immediacy and connection to the event.
  • Structure your essay with an introduction, body paragraphs, and a conclusion.
  • Include a hook, background information, and a clear thesis statement in your introduction.
  • Develop your thesis statement with arguments and facts in the body paragraphs.
  • Summarize and analyze your main ideas and arguments in the conclusion.

By following these tips and strategies, you’ll be well-equipped to begin your observation essay and captivate your readers from the start. Remember, the more you practice and refine your writing skills, the better your observation essays will become.

Paper Structure for an Observation Essay

The structure of an observation essay is similar to other essays, consisting of an introduction, body paragraphs, and a conclusion. Each section plays a specific role in presenting and analyzing the observations made.

The Introduction:

The introduction of an observation essay should grab the reader’s attention and provide background information on the topic. It should also include a clear thesis statement that highlights the main idea or argument of the essay. For example:

“Through the detailed observations of [topic], this essay aims to explore [specific focus or research question].”

The Body Paragraphs:

The body paragraphs of an observation essay are where the writer presents and analyzes their observations. Each paragraph should focus on a specific aspect or finding, supporting it with evidence and examples. It is essential to use descriptive language and sensory details to paint a vivid picture for the reader. Additionally, incorporating relevant quotes from interviews or other sources can add depth to the analysis.

The Conclusion:

The conclusion of an observation essay should provide a summary of the main points discussed in the body paragraphs. It should also offer a reflection on how the observations connect to the overall thesis statement and research question. This section helps to solidify the writer’s argument and leaves the reader with a sense of closure.

When writing an observation essay, it is important to adhere to the technical requirements set by the academic level and field of study. These may include specific formatting guidelines such as font size, spacing, citation style, and an appropriate structure for headings and subheadings. Following these requirements ensures a cohesive and professional presentation of the essay.

Table: Differences between Observation Essays and other Essay Types

In conclusion , understanding the structure of an observation essay is crucial for effectively presenting your findings and arguments. By following the suggested format, you can create a well-organized and engaging essay that captures the reader’s attention and provides a comprehensive analysis of your observations.

Tips for Starting an Observation Essay

Starting an observation essay can sometimes be challenging, but with the right strategies, you can capture your readers’ attention from the very beginning. Here are a few tips to help you get started:

Begin with a brief overview

One effective way to start your observation essay is by providing a concise summary of the topic and your thesis statement. This sets the stage for what readers can expect throughout the essay.

Pose a thought-provoking question

Another approach to engage your readers is by asking a question related to the topic. This invites them to think critically and encourages them to continue reading to find the answer.

Capture attention with an interesting fact or description

Hook your readers by sharing a surprising fact or vividly describing the main setting of your observation. This creates intrigue and makes readers more eager to delve into your essay.

Employ a delay strategy or personal anecdote

To add an element of suspense or connect the past to the present, you can gradually reveal the subject of your observation essay. Alternatively, you can share a personal experience that relates to the topic, drawing readers in through your own perspective.

Remember, the starting strategy you choose should align with your essay’s requirements and target audience. Experiment with different approaches, take breaks to gain fresh perspectives, and seek feedback to refine your observation essay. By implementing these tips, you’ll be well on your way to crafting a captivating and engaging piece.

How should I begin an observation essay?

To start an observation essay, you can use various strategies. One approach is to provide a brief overview of the essay’s topic and thesis statement in a few short sentences. Another effective strategy is to pose a thought-provoking question related to the topic, inviting readers to consider the answer. Alternatively, you can grab readers’ attention by starting with an interesting fact or vivid description of the main setting. Additionally, you can add intrigue by relating a past experience to the present or gradually revealing the subject. Choose a strategy that aligns with your essay’s requirements and engages your target audience.

What is the structure of an observation essay?

The structure of an observation essay typically consists of an introduction, body paragraphs, and a conclusion. In the introduction, you should include a captivating hook to grab the reader’s attention, provide background information on the topic, and present a clear and concise thesis statement that highlights the main idea of your essay. The body paragraphs are used to develop the thesis statement by presenting arguments, supporting evidence, and discussing the pros and cons of certain ideas. The conclusion should analyze how the thesis statement was developed throughout the essay and provide a succinct overview of the arguments and ideas presented.

What are some tips for starting an observation essay?

When starting an observation essay , it’s helpful to create an outline to organize your thoughts and ensure a coherent flow of ideas. To make your essay more engaging, use sensory details to vividly describe the scene and capture the mood in the introduction. End your essay with a powerful conclusion that leaves a lasting impression on the reader. Moreover, you can seek assistance and guidance from professional writers who can provide valuable help throughout the writing process.

Source Links

  • https://pro-essay-writer.com/blog/observation-essay
  • https://essayshark.com/blog/how-to-write-an-observation-essay/
  • https://vmagazinespain.com/instructions/starting-observation-essay.php3

Does this Look Like Your Assignment? We Can do an Original Paper for you!

Have no time to write let a subject expert write your paper for you​, get writing assistance, worried about your paper we can help, have a subject expert write for you, find essays, papers….

Essay Topics and Ideas (84) Study Guides (73) Writing Guides (43)

Academic Success and Professional Development Plan (2) argumentative essay topics (2) Benefits of IFAS (1) Capella University (6) Case Studies (2) Chamberlain University (3) Competitor Analysis (1) DNP Assignments (10) Essay Topics (13) Factors to consider when creating an IFAS (1) Grand Canyon University (4) Herzing University (2) How does IFAS work? (1) Ideas (16) MSN Assignments (2) Steps to create an IFAS (1) Tools for Conducting Competitor Analysis (1) Topics (16) Topics, Ideas (36) Walden University (4) What is IFAS? (1) Why is Competitor Analysis Important? (2)

  • Company Overview
  • Our Guarantees
  • Client Reviews
  • Discount Codes
  • Privacy Policy
  • Contact Us 
  • Terms and Conditions
  • Cookie Policy
  • Frequently Asked Questions
  • Fair Use Policy
  • Revisions and Refund Policy

Knowledge Base

  • All Writing Guides 
  • Nursing Essay Writing Guides 
  • Topics Ideas
  • Nursing Guides
  • Business Analysis Guides
  • Literature Guides 
  • Write My Essay 
  • Do My Essay
  • Pay For Essay
  • Buy Research Paper 
  • Buy Essays 
  • Get Nursing Papers
  • Online Nursing Papers

Writing Tools

  • Citation Generator
  • Topic Generator
  • Thesis Generator
  • Sentence Rewriter
  • Title Page Generator
  • Research Paper Title Generator

Use our resources and guides to write perfect papers. You can use our writing service and order customized sample papers without plagiarism!

Thestudycorp.com helps students cope with college assignments and write papers on various topics. We deal with academic writing, creative writing, and non-word assignments.

All the materials from our website should be used with proper references. All the work should be used per the appropriate policies and applicable laws.

Our samples and other types of content are meant for research and reference purposes only. We are strongly against plagiarism and academic dishonesty.

classroom observation essay

Classroom Management Observation and Assessment Essay (Critical Writing)

Classroom management is an integral part of any institutionalized educational process. Its aim is not only to keep discipline in the classroom (which means not punishing students but rather developing desired behaviors (Khalsa, 2007, pp. 2, 6)) but also (and mainly) to organize educational activities, create the proper environment, maintain the learning process, and facilitate it for the students (Allen, 2010, pp. 2, 9; Savage & Savage, 2010, pp. 6-7). Therefore, it is crucial to strive for effective classroom management. To achieve this goal, it is important to observe and assess classroom management of individual instructors to provide constructive criticism and improve the strategies employed in this process.

There exist several methods using which classroom management by individual instructors can be observed and evaluated. One of the simplest methods to do so is to have assessors sit at the back of the classroom and evaluate the teacher’s performance. However, this may not be the best method because both the instructor and the students will feel uncomfortable in the evaluators’ presence. Therefore, it is better to use other means. For instance, it is possible to simply conduct an interview with the teacher (and/or their students) to find out what methods are used, and enhance them. Questionnaires and quizzes can also be employed. Also, video cameras can be utilized to record the lessons to analyze them and improve the educator’s performance (Star & Strickland, 2008).

Let us consider some examples of classroom management. The first situation takes place in the 9 th grade of a K-12 school. A history teacher provides direct instruction; he sits at his desk and reads his students the notes he prepared for the lesson, sometimes offering some additional comments; the students write everything down word by word. Some students are bored, and only pretend to write; there is a certain degree of buzzing in the classroom.

The second situation takes place in a higher education setting; a university group is having a seminar on Plato. The learners have read some Plato’s dialogues, and the instructor asks them certain leading questions that are aimed at having students build several interpretations of the given text. The educator also attempts to elicit responses from the most passive students by asking them simpler questions.

The students participate in the discussion and arrive at an interpretation, then the instructor asks questions that make them reconsider what they have just said and achieved a new understanding, and then the educator helps them to discover the third interpretation. The discussion finishes by the professor pointing out that, even though the interpretations contradict each other, neither of them contradicts the text, and, therefore, all of them are possible.

To analyze the first scenario, it is possible to interview the teacher or have them fill in a questionnaire to find out what happens during the lesson. Students’ reactions and attitudes can also be assessed. Because they are bored, it is predictable that they will misbehave (Landrum, Scott, & Lingo, 2011). It might be suggested that the teacher should not simply have students write down notes, but should engage them in discussions. The teacher could also walk around the classroom if the students are buzzing, for the instructor’s physical proximity reduces misbehavior (Jones, Jones, & Jones, 2007, p. 32).

On the other hand, it is harder to criticize the second scenario, because the strategy is effective, and both the instructor and the students are satisfied. In this case, a video recording appears to be the best choice to detect if there were any shortcomings during the seminar.

To sum up, it should be emphasized that classroom management is an important part of the educational process, and every teacher should strive to improve their classroom management skills. To do this, individual teacher skills can be observed and monitored via different means to provide some constructive criticism and enhance the educator’s classroom strategies.

Allen, K. P. (2010). Classroom management, bullying, and teacher practices . The Professional Educator, 34 (1), 1-15. Web.

Jones, F. H., Jones, P., & Jones, J. L. (2007). Tools for teaching: discipline, instruction, motivation (2nd ed.). Santa Cruz, CA: Fredric H. Jones & Associates. Web.

Khalsa, S. K. (2007). Teaching discipline & self-respect: Effective strategies, anecdotes, and lessons for successful classroom management. Thousand Oaks, CA: Corwin Press, Sage Publications. Web.

Landrum, T. J., Scott, T. M., & Lingo, A. S. (2011). Classroom misbehavior is predictable and preventable. Addressing challenging behavior in the classroom: Prediction, prevention, and instruction. Phi Delta Kappan , 93 (2), 30-34. Web.

Savage, T. V., & Savage, M. K. (2010). Successful classroom management and discipline: Teaching self-control and responsibility (3rd ed.). Thousand Oaks, CA: Sage Publications. Web.

Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice . Journal of Mathematics Teacher Education, 11 (2), 107-125. Web.

  • Chicago (A-D)
  • Chicago (N-B)

IvyPanda. (2020, July 14). Classroom Management Observation and Assessment. https://ivypanda.com/essays/classroom-management-observation-and-assessment/

"Classroom Management Observation and Assessment." IvyPanda , 14 July 2020, ivypanda.com/essays/classroom-management-observation-and-assessment/.

IvyPanda . (2020) 'Classroom Management Observation and Assessment'. 14 July.

IvyPanda . 2020. "Classroom Management Observation and Assessment." July 14, 2020. https://ivypanda.com/essays/classroom-management-observation-and-assessment/.

1. IvyPanda . "Classroom Management Observation and Assessment." July 14, 2020. https://ivypanda.com/essays/classroom-management-observation-and-assessment/.

Bibliography

IvyPanda . "Classroom Management Observation and Assessment." July 14, 2020. https://ivypanda.com/essays/classroom-management-observation-and-assessment/.

  • Reflection on the Seminar Dedicated to Financial Statement Ratios
  • Classroom Management Strategies
  • Nursing Seminars as a Scholarly Activity
  • Teaching Program: Making Subject Matter Comprehensible
  • Discipline and Managing Behavior in the Classroom
  • Teacher Subjectivity Influence on Education
  • Pedagogical Principles and Practices
  • Four Management Functions in Teaching

Classroom Observations: The Power of Reflection

' src=

Teaching is an art, learning is science. Both must blend in order to optimize the learning experience. The ability to reflect is a desired skill in every profession. Reflective practice is required because teachers of the future should be thoughtful decision-makers and intrinsically motivated to analyze a situation.

Teachers must set goals, monitor learning, assess and reflect on their professional practice. Keeping the larger goal in mind, our schools need reflective teachers who can fine-tune their methods to find better ways of teaching while maintaining their purpose and direction.

Several aspects of teacher development have been overlooked in the preparation and promotion of effective teachers. The emphasis has been more on the development and demonstration of teacher’s understanding of content, its delivery and in their capacities to improve results.

The journey of a teacher begins by understanding the various processes, planning for hours before each class and working out multiple strategies to manage the class. Over the period of time, planning, teaching, and assessing become effortless activities. On the downside, there have always been a few children who do not understand what is taught, do not do well in tests and are passive participants in the classroom. If we believe that all students can learn optimally and that our performance as a teacher has a direct impact on our student’s learning, then what should our homework be?

Given all the dilemmas that characterize today’s classrooms, our homework should be to REFLECT — reflecting on What we do in the classroom? How do we teach? Why we teach the way we do? How could we do things differently and create change?   How we engage the students? How we build curiosity? Our thoughts about children and their attitudes are central to our reflection. It is, therefore, imperative for educators to recognize the multi-layered world of education, which has roots far deeper than we can think of.

We must understand our role as mentors in terms of enhancing skills and emphasizing the responsibilities of an enlightened citizen by instilling discernment and self-awareness amongst our students.

Classroom observation in this regard is a powerful tool to enable students and teachers to develop an analysis of feelings, evaluation of experiences and designing an action plan.

For teachers to be effective, they need to recognize more than just their students’ background and learning preferences. It is, therefore, not only desirable but almost essential to create teachers who can understand the relevance of reflection, particularly about teacher education. For making reflective teaching visible, classroom observations play a central role. It offers teachers an opportunity to think about what works in the classroom and what does not.

Classroom observations provide teachers with constructive critical feedback to reflect upon their classroom management and instructional techniques .  

Classroom observations advocate that no matter how thorough the preparation of a lesson is, the teaching strategies must be manoeuvred as per the needs and pace of learners. This practice of classroom observation ensures teachers gain a better understanding of their teaching methodologies through individual reflections, reflection with partners, reflection in small groups and school-wide reflection.

This article deliberates upon the affirmative actions of classroom observation practices that we deploy in our school  DLF World School, Greater Noida, to improve the educational outcomes of students. I hope it will help other teachers in this community too.

 Incorporating observation tools and collaborative reflections 

WHAT IS CLASS OBSERVATION?

Educators observe each other’s practice, providing feedback and learning from each other:

  • to improve their impact on students’ learning, focused on improving teacher practice in alignment with learner needs and school priorities
  • to address the stated goal of providing the teacher with relevant feedback based on their interactions with students and making improvements in their classroom management and instructional techniques

WHY DO TEACHERS NEED CLASS OBSERVATIONS?

It provides effective professional learning that emphasizes reflection and feedback on practice to improve learning

  • develops teachers’ awareness about their own teaching practice and its impact.
  • can help determine professional learning needs at the individual and school level.
  • supports the development of a common understanding of effective teaching practices that have an impact.
  • supports sharing of ideas and expertise among teachers including modelling of good practices.
  • provides opportunities to discuss challenges and concerns with colleagues.

PURPOSE OF CLASS OBSERVATION

The fundamental purpose of classroom observation is to improve student outcome by improving the instructional prowess of the teacher.

A secondary purpose of observation is to perform an investigation into possible inequities in instruction among different groups of students.  This allows teachers to identify biases in how different groups of students are treated based on their gender, socio-economic standing, or other differentiating factors to help eliminate them.  A final purpose is to provide school administrators with information on current educational practices and to identify instructional problems.

WHAT ARE THE KEY ELEMENTS?

There are some key skills and things that are at the core of classroom observations –

  • Class observations are drawn on skills used
  • in everyday teaching
  • in understanding the content
  • in providing discipline
  • in non-judgemental observation in a non-threatening environment
  • in maintaining objectivity
  • and in reducing bias

2. Agree on focus for classroom observations and shared protocols

3. Develop trust between teachers observing and being observed

4. Collegial commitment to the ongoing development of practice

ACTIONS INVOLVED?

  • Plan : Invite staff to participate in establishing the conditions or ground rules for initiating observation practices e.g., what strategy will be used, how will people nominate to observe/be observed?
  • Gradual steps: Begin with small changes. e.g., encourage staff to visit each other’s classrooms for 5 -10 min and think about observed best practices and how they could incorporate and adapt them in their own class.
  • Establish supportive structures: provide time for observation. Encourage staff to begin working with others they feel comfortable with and establish collaborative groups to initiate conversations about learning across the school.
  • Offer choice: It allows staff some control over who observes and the timings of observation.
  • Collaborate: Build opportunities into schedules for teachers to work together on common goals, provide support and structures to ensure the staff are jointly planning and problem-solving.
  • Teacher Appraisals: Incorporate classroom observations into the school’s performance and development cycle.
  • Reflection and goal setting: Data from classroom observations help set goals effectively and realistically as it provides evidence of the impact of teachers practice and therefore, the strengths and areas for development.
  • Ongoing feedback, reflection and review: Data from observations help to evidence the performance and development in review discussions and ascertain goal achievement.

METHODOLOGY

The process of observation and evaluation requires a very high degree of professional ethics and objectivity and training in observational and analytical skills.

Checklists, charts, rating scales, and narrative descriptions are examples of observational techniques that have proven to be effective ways of examining a teacher in action.

One of the main challenges for observation is to decide upon the rubric tool which can vary from school to school.

 Things to keep in mind while designing the class observation techniques 

Lesson structure.

  • The way the lesson opens develops and closes.
  • The number of activities that constitute the lesson.
  • The links and transition between activities.

Classroom Management Strategies

  • Setting up groups
  • Maintaining discipline
  • Time management
  • Seating arrangements

Teaching and activities

  • Class activities
  • Pair and group work activities
  • Individual activities
  • Use of textbooks
  • Use of other resources/teaching aids/online educational tools

Use of language – Teachers

  • Use of instructional language
  • Questioning technique
  • Explanation of vocabulary and new keywords

Use of language – Students

  • Use of language in group work
  • Use of mother tongue in class
  • Problems with grammar/pronunciation

Feedback and recapitulation

  • Time on task
  • Alternate assessment tools
  • Student response mechanism

 Conclusion 

Classroom observation offers teachers collaborative reflection opportunities for continuous improvement. Observation tools and collaborative reflection can be leveraged to achieve learning goals, clarify expectations, provide targeted feedback, and gather information to enhance the academic experience for both teachers and students.

By incorporating observation tools and collaborative reflection into the continuous improvement process, promote a sense of shared responsibility, trust, and collegiality. Through this process, teachers emerge as evidenced-based practitioners better prepared to implement and share best practices to positively impact student outcomes.

Share this:

classroom observations Classroom techniques

' src=

Written by Dimple Puri

Ms. Dimple Puri is the Head of School at Darbari Lal Foundation World School. A progressive leader, she has had varied experience of over 20 years in the field of education. She is a post graduate in Botany and B.Ed from Guru Nanak Dev University, Amritsar (Punjab). She started her career as a Science teacher and has taught Biology to the senior classes. She had an opportunity to serve as a Headmistress at Ahlcon International School before joining DLF World School and has led a team with an expertise in varied fields of curriculum planning, inclusivity, pedagogy and innovation, value based education, resource management, capacity building of teachers, research based classroom practices, engaging classroom program, SDG based activities and creating flexible learning spaces in the classroom context. She is a British Council School Ambassador and is actively involved with the assignments like assessment and briefings sessions. She has authored several educational articles in prestigious journals. She has also been conferred twice with Life Empowerment Award in the category of Teacher Leader ship in Life skills and Value Education and Inclusive Education for children with special needs by Expressions India in collaboration with CBSE. She has also received the Rex Karamveer award for contribution in the field of social inclusion.. She has also represented on various International and National platforms like PASCH Principals Meet 2017 held in Bangkok. She envisions to create Darbari Lal Foundation World School as a thinking school with a learning centered environment in which students and educators are actively involved as curators and co-constructors of knowledge.    

One Comment

This is one of the crucial area . No bias should be there in the reports.

Leave a Reply Cancel reply

You must be logged in to post a comment.

classroom observation essay

Morning Assemblies in the Virtual World

classroom observation essay

Use Choice Boards to increase Student Ownership  

© Copyright 2024 Cambridge. All Rights Reserved.

Username or Email Address

Remember Me

Don't have an account? Register

Forgot password?

Enter your account data and we will send you a link to reset your password.

Your password reset link appears to be invalid or expired.

Privacy policy.

To use social login you have to agree with the storage and handling of your data by this website.

Add to Collection

Public collection title

Private collection title

No Collections

Here you'll find all collections you've created before.

Report Post

Please log in to report posts

  • K-12 Education
  • Higher Education
  • Early Education
  • Early Intervention
  • News & Resources

classroom observation examples

Classroom Observations: Examples of Best Practices in Structure, Type, & Method

torsh_avatar

Classroom observations are meant to help teachers improve their instructional practice and improve learning outcomes for students. 

But for many educators, traditional, in-person classroom observations can not only be difficult to arrange but difficult to truly gain valuable feedback from when teachers can’t see what was happening in the moment. 

Thankfully, as technology advances, so can classroom observation techniques. 

Continue reading to learn more about classroom observation examples and best practices your district can utilize to improve educator performance and learning outcomes.

Table of Contents

What are the types of classroom observation, classroom observations: examples of what they have traditionally looked like, 6 pillars: the ideal example of classroom observation structure.

  • Classroom Observations: Examples of What They Can Look Like Now With TORSH Talent 

There are several different types of classroom observations that educators are familiar with:

  • Formal evaluation
  • Peer-to-peer observation
  • Outside coaching

Formal Evaluation

Formal evaluations in the classroom are often used as part of job performance evaluations. 

A formal classroom observation example might involve an administrator dropping in on a teacher’s classroom during a specific lesson. Normal evaluation observations are generally done once a year but may be done more often.

For some teachers, this type of evaluation is when they thrive. For others, this type of evaluation can be stressful and intimidating — especially when things don’t go as planned. 

Peer-to-Peer Observation

Peer-to-peer observations are generally performed by other teachers. The goal of these observations is to provide the teacher with feedback on … 

  • Teaching methods
  • Student interactions
  • Instructional technique
  • Classroom management

Peer-to-peer observations can be an excellent tool for teachers to learn from and support each other.

Collaborative Coaching

Classroom observations may also be done by instructional experts with the intent of supporting teachers in improving their practice and growing in their career. These observations are lower stakes than a formal observation by a school administrator. 

Today, these observations may occur asynchronously rather than a coach sitting in a classroom watching a teacher deliver a lesson. Instead, using a professional learning management system like TORSH Talent, a teacher can record a lesson or part of a lesson using their phone and share it with their coach. The coach can then, at their convenience, watch the video and provide specific, time-stamped feedback. observation. 

Together, the coach and teacher can discuss the teacher’s strengths, challenges, and effective (and ineffective) behaviors in the classroom. From there, teachers can work with their coaches to refine their practice, try new instructional approaches, and see their impact and growth through another recorded lesson. 

Traditionally, classroom observations looked something like this: 

A coach, peer, or administrator sits in the classroom during a lesson. Sometimes this observation is set ahead of time, with the teacher aware of what’s to come. 

Other times, administrators set a window of time that they will be in the classroom to observe. These observations are typically done to evaluate teachers’ performance for a grade or formal job evaluation. 

Traditional classroom observations often leave teachers feeling nervous, which is why the word “observation” often comes with a lot of emotional baggage for educators.

These reasons alone are enough for any district to want to make a switch on how classroom observations are done — especially when the end goal is always the same: improving learning outcomes for students. 

So, if a traditional observation isn’t ideal for every teacher? What other options do districts have? 

TORSH Talent allows districts to utilize technology and the power of video for observations. How do recorded classroom observations work?

In the sections below, we provide an ideal classroom observation example utilizing video and TORSH Talent. 

#1: Pre-Observation

A pre-observation conference is a critical component of any classroom observation when the observation is for the purpose of professional learning. During this conference, coaches get a clear picture of what the teacher’s goals are, the areas in which they want support, and what type of feedback and guidance they’re seeking. A coach may also meet with district or school administrators to align with them on standards and organizational goals.

Essentially, a pre-observation conference builds trust between coaches and teachers and sets the foundation for a productive relationship. 

An example of an ideal classroom pre-observation may look something like this:  

Ms. Grey is a third-grade teacher. She has only been teaching for a few years and is struggling to keep her students engaged during math lessons using the district’s curriculum. 

Ms. Grey has her first coaching session coming up and her pre-observation is scheduled. During Ms. Grey’s pre-observation meeting, the conversation goes something like this: 

Coach : “Ms. Grey, I know you said you’re still fairly new to teaching. What are some of your goals for your third grade class?” 

Ms. Grey: “ I’d love to help my students understand that math isn’t just about math on paper in the classroom, but that we use math every day in the world around us. Some of my students grasp the idea, while others struggle to move past things like dividing numbers on paper.” 

Coach : “Can you give me an idea of what the outcome would look like in your upcoming lesson? What expectations do you have”

Ms. Grey: “My next math lesson is going to be set up in a ‘real life scenario’ at a grocery store in my classroom. I’m going to set up a “percentage off” sale for the students to do mental math to figure out what they will be paying for each item. Some of my students excel at this level of mental math, while others are struggling. I would really like this to be a fun learning experience for all my students. ” 

Now, Ms. Grey’s coach has a very clear idea of what Ms. Grey needs coaching on, what to look for with her students, and how her metric of success.

Ms. Grey can choose the lesson she’s going to record and which clips to send her coach — feeling confident and comfortable that her coach is on her team, looking for ways to help her improve her students’ experience with this lesson. 

#2: Observation and Evidence Collection

TORSH Talent provides administrators and coaches with a simple way to observe lessons and collect the evidence and data they need to help teachers meet their goals. 

This observation and collection can be done in two ways:

  • Observing the class in person while taking notes on the observations made in real-time, or 
  • Using a video recording to observe asynchronously 

Using a tool like TORSH Talent to upload a recorded lesson and securely share it with a coach, gives the teacher, and the coach, the ability to watch, listen, and re-watch the lesson as needed to pinpoint moments where the teacher needs guidance. 

Let’s look at Ms. Grey’s classroom again as an example. 

Ms. Grey knows that she loses her students’ interest in math when she tries to apply it to a real-life situation — even when she decorates the classroom as a grocery store for roleplay learning. She’s chosen to record the activity for her coach. 

The video inarguably captures evidence that her students aren’t uninterested but confused. 

The coach now can dive into the recording without worrying about missing a key moment where the teacher excelled or where the students lost interest. 

Not having to rely on memory in an active classroom situation enables coaches and teachers to see exactly what happened at each stage of the lesson. Now, the coaching conversation is based on a shared understanding and can focus on providing productive feedback for the teacher .

Video also allows teachers to see themselves in action and reflect on their practice. 

#3: Observer Analysis

Once the data collection is complete, observers can begin addressing, analyzing, and sharing feedback about the lesson. 

Once a teacher is aware of the need for change, it can make all the difference in giving them the motivation to make those changes. A coach performing an analysis of video recordings can provide feedback on specific moments.

With TORSH Talent, coaches can watch videos and provide meaningful feedback using built-in rubrics and frameworks that the district or school has uploaded to the platform. This ensures all observations occur through the same lens and recommendations align with agreed upon standards and evidence-based practices. 

Video allows coaches to pinpoint specific moments in the lesson and prompt teachers to reflect on what occurred and offer their own suggestions for improvement. The best way to do this is to provide the teacher with the opportunity to answer questions about the recording.  

Here are a few examples:

  • “ I see from minute five to minute seven you realized your students weren’t as engaged as you were wanting. Next time, how could you help keep them engaged?”
  • “In the clips that you sent, you did a wonderful job of connecting with your students, where do you feel you need to make improvements?”
  • “You seem to have felt frustrated in minutes eight through ten when you couldn’t get your students back on track as quickly as you were hoping, what steps can you take in the future to help get them back on task?”

#4: Teacher Self-Analysis

Feedback is the catalyst to awareness, so, while an observer’s analysis of a lesson is important, more growth is typically accomplished through a teacher’s self-reflection .

The role videos play in classroom observations is incredible. Teachers analyzing videos of themselves during the moments they feel they need the most improvement can harness a lot of power. 

One example of a successful teacher analysis is to have the teacher “self-evaluate” during classroom observations.  

Have the teacher ask themselves the following questions: 

  • Did everything go according to plan during the lesson? If so, why do you think the lesson went so smoothly?  If not, did you adapt your lesson to conquer any unexpected moments?
  • Were the learning outcomes you expected met during the lesson?
  • If you feel like you could have done things differently, what would you have done? 
  • Could you have boosted student engagement? Explain.
  • What opportunities did you give students to expand their learning outside of the classroom?

#5: Discussion of Observation Outcomes

When done correctly, data collected and discussed during a teacher evaluation can help educators implement new strategies in the classroom. 

In an ideal classroom observation, an example might look something like this: 

After spending some time helping Ms. Grey reflect on her recorded lesson, her coach asks how Ms. Grey thinks she can get the outcomes she’s looking for in the future. 

Several things are mentioned during this discussion: 

Ms. Grey decides she is going to talk with her students to learn if they find the “real life” classroom scenarios fun and engaging. She tells her coach that she realizes that there may be better ways to approach teaching math in a way that makes sense to her third graders. 

Ms. Grey also mentions she knows that one of the best ways for students to learn real-life examples is to have families help their students. She decides that every Friday she will send home a newsletter with a quick activity for families to do with their students that will enhance their math skills while they’re having fun. 

#6: Goal Setting

At the end of their coaching session, Ms. Grey and her coach set achievable  goals to ensure the recommendations from the observation happen.

Ms. Grey has made a weekly goal to make sure that newsletters go out every Friday. 

She’s also started shifting how she teaches math to help her students stay engaged. Some weeks they’ll go outside to learn on the playground. Other weeks they’ll still have classroom “market days” to shop sales and practice real-life scenarios. 

Classroom Observations: Examples of What They Can Look Like Using TORSH Talent

Video can take the pressure out of classroom observation for teachers and also enables more meaningful and specific feedback from coaches. Additionally, coaches can observe more lessons because they do not have to be sitting in a classroom for each one. Sustained, frequent coaching is a key factor in improving teacher practice and video makes that cost and time effective.  

However, video can raise concerns about student privacy and security as well as add one more file and technology for coaches and teachers to deal with. The TORSH Talent Coaching and Professional Learning System consolidates and streamlines all coaching and professional learning activity into a single FERPA compliant platform. 

  • Teachers choose the lesson they want to record then upload the video to TORSH Talent using a secure app on their phone.
  • Teachers can provide notes and questions to their coach about specific moments in the lesson or about what they thought went well or needed work.
  • Coaches can view the video on their own time from home or school and provide time stamped feedback and recommendations based on a standard rubric.
  • Coaches and teachers can communicate and share ideas asynchronously through TORSH Talent or schedule a one-on-one meeting using the platform’s video conferencing tool.
  • Coaches can provide teachers with exemplars, readings, and even self-paced courses through the TORSH Talent resource library.  

From utilizing video technology to recognizing “hinge-moments” in the classroom to providing teachers with the ability to look at their coaching sessions any time they need to, TORSH Talent provides schools with a “one-stop-shop” for all their professional learning needs. 

classroom observation essay

Education tech company Torsh relocates to New Orleans

classroom observation essay

How Professional Learning Communities Catalyze Student and Teacher Success

classroom observation essay

Using Video to Enhance Teacher Professional Development

websights

Thanks for subscribing to our blog! You should receive a confirmation e-mail soon.

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Share

Classroom Observation

A classroom observation is a formal or informal observation of teaching while it is taking place in a classroom or other learning environment . Typically conducted by fellow teachers, administrators, or instructional specialists, classroom observations are often used to provide teachers with constructive critical feedback aimed at improving their classroom management and instructional techniques. School administrators also regularly observe teachers as an extension of formal job-performance evaluations.

Classroom observations may be called learning walks , teacher observations , walkthroughs , and many other things, and they may be conducted for shorter or longer periods of time—from a few minutes to a full class period or school day. Educators may also use a wide variety of classroom-observation methods—some may be nationally utilized models developed by educational experts, while others may be homegrown processes created by the educators using them. In many cases, observation notes are recorded using common templates or guidelines that describe what observers should be looking for or what the observed teacher would like feedback on. Increasingly, educators are conducting and recording classroom observations using digital and online technologies—such as smartphones, tablets, and subscription-based online systems—that can provide educators with observational functionality and data analytics that would not be possible if paper-based processes were used.

While classroom observations are conducted for a wide variety of purposes, they are perhaps most commonly associated with job-performance evaluations conducted by school administrators and with professional learning communities —groups of teachers who work together to improve their instructional skills. Classroom observations may be conducted by teachers in the same content area or grade level—in these cases, teachers share students or similar expertise—or they may be conducted by teachers across academic disciplines—in this case, the goal may be to observe and learn from the varied instructional practices used in different types of classes.

It should also be noted that many educators make a strict delineation between observations made for the purposes of helping a teacher improve, and those conducted for the purposes of job-performance evaluation. Some educators may object to the use of walkthrough, or other terms associated with non-administrative observations, when referencing evaluative observations by school administrators.

Generally speaking, classroom observations could be considered a de-facto school-improvement strategy, since they are typically intended to improve instructional quality and teaching effectiveness, whether they are conducted by fellow teachers or by administrators.

Since teachers often work in relative isolation from their colleagues—e.g., they may create courses and lessons on their own, or teach behind the closed doors of a classroom without much feedback from colleagues—teaching styles, educational philosophies, and academic expectations often vary widely from class to class, as does the effectiveness of lessons and instructional techniques. Classroom observations arose in response to these common trends, and they are often used as a form of professional development intended to foster greater collaboration and more sharing of expertise and insights among teachers in a school.

Classroom observations may become the object of debate or criticism for a variety of reasons. For example, if classroom observations are used as part of a job-evaluation process, school leaders, teachers, and teacher unions may have divergent ideas about how the observations should be conducted and what the evaluation criteria should be. In addition, while classroom observations have long been used in the job-performance evaluations of teachers, some critics contend that the observations contribute relatively little to the improvement of teaching for several possible reasons:

  • Principals may not use consistent, evidence-based evaluation criteria.
  • Principals may not have been trained in proper observation strategies, or they may not have the teaching experience or expertise required to evaluate instructional techniques.
  • Job-performance observations are typically prescheduled, which means that teachers can prepare in advance and alter their methods, and that the quality of teaching on the observed day may not be representative of a teacher’s normal practice.
  • The feedback teachers receive may be superficial, inconsistent, or unhelpful in terms of improving instructional quality.
  • Most teachers receive high job-performance ratings from principals, even in poorly performing schools where there is evidence that low-quality teaching is occurring.

Classroom observations may also challenge established institutional conventions and teaching practices, which can make the strategy an emotional topic in some schools. For example, some teachers may not see any value in the process, they take issue with the specific criteria being used, they may not approve of certain people watching them teach, or they may be uncomfortable with the idea of being observed because they they may feel threatened or insecure in such situations, to name just a few possible reasons.

Creative Commons License

Alphabetical Search

  • Undergraduate
  • High School
  • Architecture
  • American History
  • Asian History
  • Antique Literature
  • American Literature
  • Asian Literature
  • Classic English Literature
  • World Literature
  • Creative Writing
  • Linguistics
  • Criminal Justice
  • Legal Issues
  • Anthropology
  • Archaeology
  • Political Science
  • World Affairs
  • African-American Studies
  • East European Studies
  • Latin-American Studies
  • Native-American Studies
  • West European Studies
  • Family and Consumer Science
  • Social Issues
  • Women and Gender Studies
  • Social Work
  • Natural Sciences
  • Pharmacology
  • Earth science
  • Agriculture
  • Agricultural Studies
  • Computer Science
  • IT Management
  • Mathematics
  • Investments
  • Engineering and Technology
  • Engineering
  • Aeronautics
  • Medicine and Health
  • Alternative Medicine
  • Communications and Media
  • Advertising
  • Communication Strategies
  • Public Relations
  • Educational Theories
  • Teacher's Career
  • Chicago/Turabian
  • Company Analysis
  • Education Theories
  • Shakespeare
  • Canadian Studies
  • Food Safety
  • Relation of Global Warming and Extreme Weather Condition
  • Movie Review
  • Admission Essay
  • Annotated Bibliography
  • Application Essay
  • Article Critique
  • Article Review
  • Article Writing
  • Book Review
  • Business Plan
  • Business Proposal
  • Capstone Project
  • Cover Letter
  • Creative Essay
  • Dissertation
  • Dissertation - Abstract
  • Dissertation - Conclusion
  • Dissertation - Discussion
  • Dissertation - Hypothesis
  • Dissertation - Introduction
  • Dissertation - Literature
  • Dissertation - Methodology
  • Dissertation - Results
  • GCSE Coursework
  • Grant Proposal
  • Marketing Plan
  • Multiple Choice Quiz
  • Personal Statement
  • Power Point Presentation
  • Power Point Presentation With Speaker Notes
  • Questionnaire
  • Reaction Paper
  • Research Paper
  • Research Proposal
  • SWOT analysis
  • Thesis Paper
  • Online Quiz
  • Literature Review
  • Movie Analysis
  • Statistics problem
  • Math Problem
  • All papers examples
  • How It Works
  • Money Back Policy
  • Terms of Use
  • Privacy Policy
  • We Are Hiring

Classroom Observation, Essay Example

Pages: 8

Words: 2066

Hire a Writer for Custom Essay

Use 10% Off Discount: "custom10" in 1 Click 👇

You are free to use it as an inspiration or a source for your own work.

In the teaching field, every grade of study has a course curriculum that the teacher is supposed to follow in order to adequately teach each child. Third grade is no different. Each third grade child is expected to bring along with them some knowledge that the third grade teacher is able to build upon in order to prepare that child for fourth grade. According to curriculum guides, a third grade child should be able to reverse thinking by tracing mental steps that lead them to that conclusion and analyze how to make a better decision. They should be able to manipulate symbols that are related to concrete objects. They should also be able to comprehend multiple aspects of a problem while solving it. In other words, a third grader should be able to add and subtract within the same problem without becoming confuse. Nonetheless, every teacher becomes aware that each child is very different in his/her learning pattern. In any given classroom there will be students who can perform according to the curriculum and those that cannot. Psychologist, Jean Piaget, is credited with analyzing how children learn. He developed the theory of how and when child cognitive abilities develop. According to his theory, it was useless trying to teach a child something that he/she was cognitively incapable of learning. This paper discusses and analyzes some of the cognitive, moral, and social development of third grade students.

Introduction

It is a difficult job being a teacher in the midst of the accountability era. There is more focus on reading achievement than ever before. The passage of No Child Left Behind in 2002 placed higher demands on teachers to be accountable for what their children learned while in their classes (Hill, & Barth, 2004). Schools that did not meet standards were in fear of sanctions and government take-overs. Classroom schedules were altered to accommodate strengthening reading by increasing instructional reading time, which decreased the amount of time students would spend other classes. These expectations made teachers feel compelled to ensure that all of their students scored high on state mandated achievement tests. These high demands left teachers to analyze many ways of teaching. In any given classroom, a teacher can have several learning styles, learning disabilities, and developmental issues. Trying to meet the demands of NCLB has led teachers to co-teach and differentiate lessons in order to ensure reaching every child. General education teachers are now pairing with special education teachers to deliver lessons to one class. One lesson can be taught a variety of ways when differentiation is used. All of these strategies are linked to a child’s cognitive, moral, and social development.

Cognitive Ability

Cognitive abilities are described as brain bases skills that one uses to carry out any task ranging from simple to complex. Perception, attention, memory, motor, language, executive functions, and visual and spatial processing are all cognitive abilities. Most cognitive abilities can be improved with use. Likewise, some cognitive abilities can decline when they are not used regularly. Recent studies have concluded that in children having friendships can enhance cognitive ability. This comes from the finding that social/interactional relationships are the underpinnings of social development. For example, “Studies that identify relational and developmental advantages of friendship for cognitive developmental advantages of friendship for cognitive enhancement…These studies assert that pairing children on the basis of friendship should be used with greater frequency in the school to promote the pupil’s cognitive enhancement” (Kutnick, P., & Kington, A. 2005). Kutnick and Kington add that when children have friends they are more socially competent than children without friends. They also convey that children with friends make easier transitions from one stage in school to the next than children who have no friends. They also discuss that children with friends score better academically and specifically do well in creative writing, music composition, and curriculum based creative tasks (Kutnick, P., & Kington, A. 2005). Teachers support this idea in their daily classrooms when they allow students to complete group assignments. Often students are grouped by teachers, but sometimes students are allowed to choose their own partners to complete group assignments. Students learn well from each other.

A child’s cognitive ability affects what he/she retains from one school year to the next. According to Semb, Ellis, and Araujo, the amount of knowledge that students loose is relatively small compared to that which the do remember (Semb, Ellis, and Araujo, 1993).  Nevertheless, the number of practice opportunities a child has had with the concept can affect how much knowledge he/she retains as well. According to Julian Stanley, teachers seem to believe that their students come to them with no prior knowledge of the subject area. Stanley goes on to convey that this is a fail-safe strategy (Stanley, 2000).  In other words, the teacher believes that if he/she teaches everything, there will be no option of failure. However, this strategy wastes precious time. When a teacher spends the first two weeks of school teaching information that the child knows already, time has been wasted. Those two weeks could have been used teaching subject matter that the child did not retain from the prior school term. Each teacher must realize that each child is unique and learns in a unique way; therefore, differentiated instruction is the most effective method to use with students. When this is properly implemented, each child is receiving what he/she needs.

Moral Development

A child’s moral development begins when he/she knows the difference between right and wrong. According to Kohlberg each child goes through three level of moral development: pre-conventional morality, conventional morality, and post-conventional morality. By the time a child is in elementary school, he/she should be capable of conventional morality. During this level of moral development, the child will try to live up to the expectations of the people they love and respect-teachers, parents, etc. They will understand concepts of loyalty, trust, and gratitude. At this age, children take the “Golden Rule” literally (Snarey, 1985).  According to John Snarey, culture can have a direct effect on the way a child views these moral dilemmas. As a result, Snarey believes that all levels of moral development cannot be present in each child as a direct result of the child’s culture (Snarey, 1985). This is a concept that teachers must be aware of in their classrooms. When a teacher has a child from a different culture, although he/she may be at the right age to understand a moral concept, cultural biases may prohibit that understanding. So, in order to be fair to all of the children one teaches, each case must be treated differently. Remember, being from a different culture does not necessarily mean that the child is a foreign student. The child can live down the street from the school and be a part of a different culture. A child’s race, economic status, or environment can directly affect the child’s moral development.

Social Development

Social development can directly affect a child’s ability to perform academically. Teachers are very aware of the behavioral problems a child may have. These behavioral problems can offset the entire environment of the classroom and hinder the learning process. Having students actively engaged is the key to true learning. The day has passed and gone when teachers lectured to students sitting in straight rows. When walking into the average third grade classroom today one can expect to see moving from station to station, talking to peers, cutting and pasting, coloring, and working in collaboration to complete a common task. Often, students who have behavioral problems cannot actively engage without causing a disruption. These behavioral problems can be brought on by numerous underlying problems-mental issues, reading problems, anxiety, etc. According to Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, “Ideal classroom settings create frequent and sustained opportunities for behavioral engagement in learning. When children participate in activities, raise their hands in response to a question, show attention toward the teacher or are actively involved in a reading or writing exercise, they are showing evidence of behavioral engagement” (Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, 2007).  The study conducted by Downer, Kaufman, & Pianta conveys that this type of engagement is critical to cognitive development and school success. Reading aloud or quietly has been associated with positive academic achievement. Every teacher wants this model in their classroom. However, every teacher is trying to figure out how he/she is going to pull off a lesson with active engagement when they have one or more behavioral problem children in their rooms. Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta point out some risk areas and how to best remedy those problems. They convey that some strategies pose challenges for children who have behavioral problems because it requires them to use self-regulatory skills or cognitive abilities beyond their capabilities (Jason T. Downer, Sara E. Rimm-Kaufman, and Robert C. Pianta, 2007). When this happens the child will be off task and disruptive. The teacher must plan for those children as well. These children need differentiated instruction. This is a time when teachers may want to co- teach or elicit the help of the special education teacher to assist. More importantly, these students need tasks that are not above their cognitive or academic abilities.

Social development also allows students to make needed adjustments when they enter school. Susan Nichols discusses a scenario that she experienced while observing a kindergarten class. A young girl named Rose had spent much of her time playing with a little boy name Henry because their parents were friends. When she entered school, Henry was the only friend she had.  However, she wanted to play with some of the other girls in the classroom. Rose did not realize that the class was gender specific. In other words, girls played with girls and boys played with boys. Rose and Henry had to adjust to playing with each other at home and only friends of their own sex at school (Nichols, 2004).  Had Rose and Henry been unable to make this adjustment, surely their academics would have been affected.

Conclusions

Cognitive, moral, and social development has been a topic of concern in the educational field since the early 1920s when Piaget introduced his theory (Hill & Barth, 2004). It has been a central part of the development in many new teaching strategies being used in classrooms today. Increases attention has been paid on these three areas due to decline in reading scores in recent years. Teachers have been placed under great expectations to teach students according to their abilities. Nonetheless, this is not a new practice, teachers in the one room school houses differentiated instruction long before researchers gave the strategy a name.  Cognitive ability is the major predictor of overall academic performance, but moral and social development plays an integral role as well. Often students have the cognitive ability to be excellent academic students, but due to lack of adequate moral or social development they fall short. Student who act out in class are not always failing academically. Sometimes these students are just bored from lack of academic challenge. These students will complete their assignments and disrupt the rest of the class. Likewise, students who are in environments that have little moral value of education may disrupt class as well. In order to have a well-rounded student, the child must have a balance of cognitive, moral, and social development. Teachers must maintain a classroom environment that is conducive to learning. Students need to be actively engaged in challenging curriculum.

Downer, J. T., Rimm-Kaufman, S. E., & Pianta, R. C. (2007). How Do Classroom Conditions and Children’s Risk for School Problems Contribute to Children’s Behavioral Engagement in Learning? School Psychology Review , 36 (3), 413-432.

Hill, D.M. & Barth, M. (2004). NCLB and teacher retention: Who will turn on the lights? Education and the Law 16 (2-3).

Kutnick, P., & Kington, A. (2005). Children’s friendships and learning in school: Cognitive enhancement through social interaction? British Journal of Educational Psychology , 75 (4), 521-538.

Nichols, S. (2004). Literacy learning and children’s social agendas in the school entry classroom. Australian Journal of Language & Literacy , 27 (2), 101-113.

Semb, G. B., Ellis, J. A., & Araujo, J. (1993). Long-term memory for knowledge learned in school. Journal of Educational Psychology, 85 (2), 305-316.

Snarey, J. R. (1985). Cross-cultural universality of social-moral development: A critical review of kohlbergian research. Psychological Bulletin, 97 (2), 202-232.

Stanley, J. C. (2000). Helping students learn only what they don’t already know. Psychology, Public Policy, and Law, 6 (1), 216-222.

Stuck with your Essay?

Get in touch with one of our experts for instant help!

The Massive Attack on American Civil Liberties and Freedoms, Essay Example

How Music Affect Our Life? Essay Example

Time is precious

don’t waste it!

Plagiarism-free guarantee

Privacy guarantee

Secure checkout

Money back guarantee

E-book

Related Essay Samples & Examples

Voting as a civic responsibility, essay example.

Pages: 1

Words: 287

Utilitarianism and Its Applications, Essay Example

Words: 356

The Age-Related Changes of the Older Person, Essay Example

Pages: 2

Words: 448

The Problems ESOL Teachers Face, Essay Example

Words: 2293

Should English Be the Primary Language? Essay Example

Pages: 4

Words: 999

The Term “Social Construction of Reality”, Essay Example

Words: 371

Summary of Observations in Classroom

Looking for sample teacher observation notes? Examples found online are usually badly-written and are of no use for teachers. But this sample classroom observation summary is different! It presents a thorough analysis of classroom interaction with positive comments and criticisms. Check it out!

My Classroom Observation Experience: Introduction

Classroom observation notes: school demographics, classroom observation 1, summary of observations 2, summary of observations 3, sample classroom observation summary: conclusion.

The career of teaching requires a lot of experience and practice. The experience develops creativity of the teacher. In addition, it leads to the effectiveness of the teacher. This experience is gained through personal activities and experiences. In addition, it is gained through observing other teachers in class and teaching sessions. In this light, personal experience takes a sizeable time to obtain and utilize. Therefore, young teachers observe the experienced teacher to obtain the skills that are used in class. In this light, a starting teacher attends a class in session and makes relevant observations. The observations are recorded in a DYC observation form. Afterwards, the teacher should write a summary of observations. These observations form a part of their experience. This paper will focus on an observational exercise. It will include the summary of the observations made in three different classes. The classes will include a 3 rd grade math lesson, 6 th grade science lesson and 2 nd grade physical education lesson. The observation will include demography of the school and classes. In addition, the teacher will make observations concerning the use of theories and teaching concepts in class proceedings.

Cornell Junior public school is a public school with a community basis. It portrays a strong spirit of cultural diversity. It has a population of 900 pupils who come from various religious backgrounds. Mainly, the pupils originate from Muslim and Hindu religions. The school accommodates both girls and boys in the system. It has 25 diverse languages in the system. These languages include Tamil, Punjabi, Gujarati and English. In the year 1959, this school was started where it made a quick progress. In 1998, the school obtained additional classrooms, computers laboratory, music lessons room, modern library and gymnasium. A school day starts at 8:45 a.m. and ends at 3:45 p.m.

This observation focuses on the third grade class in mathematics’ lesson. The mathematics’ lesson will be considering the topic on polygons. The class will be handled by Bernice Ho.

Demographics

The class session was conducted in room 201 of the classroom blocks. There were three absent pupils in a day. This implies that the total number of pupils was 48. The class is on the second floor of these blocks. The class had 45 pupils. From this population, there were 20 males and 25 females. The class was split into Hindu and Muslim pupils. In this light, 28 pupils were Hindus while 17 pupils were Muslims. One of these pupils was physically disabled. In this case, the pupil relied on his friends for moving by wheel chair to class since walking was a challenge.

Classroom Observed

Mrs. Bernice has taught mathematics for the last four years in this profession. In addition to mathematics, the teacher handles science when necessary. She has been complimented for her content delivery. The teacher has taught in three schools since her graduation. In these schools, she has left a legacy of good performance realized in science and mathematics.

The class lasted for one hour. The lesson was divided into three parts. For the first ten minutes, the teacher made a brief overview of the previous lesson. That lesson was dealing with lines of one-dimension. The teacher introduced the topic on polygons and described the objectives of the lesson. In addition, the teacher described the learning practices that were involved in the lesson. Also, she presented two questions that they solved together. This evoked the prerequisite knowledge related to the polygons. For example, she asked one pupil to draw a three-sided figure on the blackboard. They drew irregular shaped figures on the blackboard.

Therefore, she started explaining the concept of polygons. The second part of the lesson took thirty minutes. In these thirty minutes, the teacher aimed at helping pupils in identifying regular polygons according to the number of sides. Therefore, she conducted an exercise for making a polygon monster. First, she demonstrated and asked them to make on their own. Afterwards, she gave an exercise to the pupils. The exercise needed pupils to draw various regular polygons alongside their names. In the final part of the session, the teacher used twenty minutes. In this part, they would draw the polygons on the blackboard. The teacher would select some pupils and order them to tackle question on the blackboard. The ones who got it right would gain the class participation points. These points were considered in choosing the pupils attending the mathematics tour at the end of the term.

Positive Strategies

  • Before she started the lesson, the teacher reminded pupils about what they had learnt in the previous lesson. This gave the pupils some consistency. It enhanced much understanding and ensured a flow of knowledge from one topic to another. Also, he outlined the basic objectives of the lesson. This helped them to understand the goals of the lesson right from the beginning. This ensured that they remained focused to the objectives of the lesson.
  • The teacher went around the class observing the pupils as they do the class exercise. She corrected those who made mistakes in the exercise. In addition, she helped any pupil who was seeking for help. This ensured that they enjoyed individualized considerations rather than general consideration. It ensured that all of them were helped at a personal level.
  • The teacher incorporated an exercise of making a polygon monster. This exercise ensured that they participated in the lesson completely. It aimed at keeping them awake and attentive. In addition, the exercise made the topic practical and real
  • The involvement of pupils during the class session was an essential strategy. In this case, they were called to give answers on the blackboard. If a pupil failed, the teacher complimented them for their courage and contribution. This encouraged all of them to give their answers on the blackboard. In fact, they scrambled for the chance by lifting up their hands with passion. In fact, each pupil was trying to lift their hand at an upper level than their friends.
  • The teacher concluded the lesson by providing a short summary of the lesson. She summarized on the types of polygons and polygon monster. In addition, she portrayed the fulfillment of the lesson’s objectives and goals. The pupils who participated were listed and the record was kept.

Course Concepts Observed

The teacher incorporated various course concepts during the class proceedings that reinforced her effectiveness.

The teacher used the concept of cooperation. She divided them into nine groups. Each of the groups had five pupils. The group members were mixed in proportionate ratio of boys to girls. The groups enhanced the spirit of sharing among the pupils. This ensured that they learn to share among them. As a result, they do not always wait for their teacher for solutions. Instead, they learn to utilize their colleagues’ capability

In addition, he used positive reinforcement. In this case, she has made a program that aimed at appreciating those who participate in class and perform well in class. In this case, any pupil who participates in the class gains additional point. The points are considered when choosing those who would go for the tour. Also, the tour includes those who are the most improved regardless of their performance. This motivates them towards working hard and performing well.

This observation exercise focused on the sixth grade pupils in science class. During the lesson, they were tackling a topic on electricity.

The class was held in room 113 in the classroom blocks. It was in the ground floor of the block. The class contained 43 pupils. It had 23 girls and twenty male pupils. Most of them were from the Islamic religion. Most of them used English as their language for communication. The class did not have any cases of disability. The class started at 1 p.m. and concluded at 1:50 p.m. This is about 50 minutes of learning session for the pupils. The class was divided into three parts. In the first ten minutes, the teacher made definitions of electrical terms. The definitions were to be used in the lesson. In this light, the teacher defined the instruments and displayed them to the pupils.

This enabled a smooth learning of the experiments that were done after the introduction. It ensured that they understood what the teacher was describing in the subsequent procedures. In the second part of the lesson, the teacher explained to the pupils about electricity circuit. Also, he drew a diagram of the circuit explaining the different parts of the circuit. Afterwards, he rubbed the diagram and asked them to draw the circuit alone. Then, he divided them into groups in which they connected the apparatus to make a circuit. In the last part of the lesson, the teacher gave short notes that summarized the whole lesson. This ensured that pupils can refer to the notes when revising.

  • Definition of terms and displaying the instruments was an essential strategy for the pupils. It ensured that they were familiar with the instruments. As a result, they would not confuse the instruments in the procedure that the teacher provided during the practical experiment. Therefore, it facilitated a smooth learning process.
  • The teacher went around the class observing the circuits made by the pupils. He corrected any mistakes and helped those who could not make one. He encouraged them to continue trying. This created confidence in implementing the knowledge learnt.
  • Similarly, he incorporated group task during the experiment. The groups were made in such a way that the sharp pupils were distributed across the groups. This ensured that most of the groups succeeded in making the circuit.
  • Class exercise was another crucial strategy. In this light, the teacher asked them to draw the circuits without copying from books or the blackboard. As a result, the blackboard was rubbed, and the books closed. This ensured that the teacher evaluated the point he would repeat and emphasize. In addition, it enabled them to understand better. In phycology, the art of drawing would involve the brain in a better way than observing plainly.
  • The teacher motivated and inspired pupils during the class. He talked of the famous electricians. He gave the history of electricity and mentioned the related heroes like Thomas Edison. This enabled the teacher to create a lot of curiosity of understanding about electricity. It inspired them to be like the famous heroes.

Course Concepts

In his case, he used the concept of cooperation during the lesson. The teacher divided the pupils into groups. They made the circuits in these groups and helped each other in the process of learning. This ensured that they understood the concepts clearly from each other. In this case, it is easy to ask for assistance from their colleagues.

Another essential concept was application. The teacher gave a practical application of the theoretical explanations of electrical circuits. As a result, they interacted with the electrical tools at the personal level. This ensured that the pupils gained more understanding about the circuit than using theoretical knowledge. In addition, it is the best approach that can manage to provide knowledge for specialization. Therefore, it is the surest way to producing competent professionals in the job market in the future.

This observation focuses on the second grade in the Cornell School taking their physical education. The teacher involved was called Joe Taggart.

The class comprised of 33 pupils. Eighteen of them were girls while fifteen were boys. Almost all of them used English for communication. They were a mixture of Muslim and Hindu pupils. However, there were many Hindus in the population than Muslims. The class did not have any disabled pupils.

Classroom Observations

It took place in the playground of the school. The teacher was training them on stretching techniques. First, the teacher instructed and directed them in various stretching techniques. He instructed for the first twenty minutes and then asked them to practice on the techniques. He helped some of them to carry out the various techniques. He encouraged them who discovered new ways of stretching. In some cases, he called upon the pupils who discovered such methods to show others.

  • The teacher gave instructions and then asked them to do the practice. In this case, he did not allow any pupil to do the practice before he instructed. This ensured that they understood what they needed to do before they practice the techniques.
  • He asserted that all of them must cut their nails before practicing with their colleagues. This ensured that they did not hurt each other physically.
  • Also, he gave some glucose to those who did a good practice. This motivated them to practice with passion. To the pupils who did not do it well, the teacher encouraged them. He always told them that they were almost doing it well. This encouraged them to add much effort. It ensured that all of them felt appreciated.

The teacher used application during the lesson. The teacher portrayed the techniques and allowed them to practice on them. This ensured that they applied theoretical knowledge.

Moreover, he used the self-discovery concept. He encouraged those who discovered additional methods of stretching. In this case, he gave them a chance to show others.

The above paper has described the various observations that were done in the three classes. It has provided the demographics of the three classes and analyzed the positive concepts and theories that were used in the three classes. Therefore, it is an all-inclusive analysis.

Cite this paper

  • Chicago (N-B)
  • Chicago (A-D)

StudyCorgi. (2020, May 20). Summary of Observations in Classroom. https://studycorgi.com/classroom-observation-summaries/

"Summary of Observations in Classroom." StudyCorgi , 20 May 2020, studycorgi.com/classroom-observation-summaries/.

StudyCorgi . (2020) 'Summary of Observations in Classroom'. 20 May.

1. StudyCorgi . "Summary of Observations in Classroom." May 20, 2020. https://studycorgi.com/classroom-observation-summaries/.

Bibliography

StudyCorgi . "Summary of Observations in Classroom." May 20, 2020. https://studycorgi.com/classroom-observation-summaries/.

StudyCorgi . 2020. "Summary of Observations in Classroom." May 20, 2020. https://studycorgi.com/classroom-observation-summaries/.

This paper, “Summary of Observations in Classroom”, was written and voluntary submitted to our free essay database by a straight-A student. Please ensure you properly reference the paper if you're using it to write your assignment.

Before publication, the StudyCorgi editorial team proofread and checked the paper to make sure it meets the highest standards in terms of grammar, punctuation, style, fact accuracy, copyright issues, and inclusive language. Last updated: August 21, 2023 .

If you are the author of this paper and no longer wish to have it published on StudyCorgi, request the removal . Please use the “ Donate your paper ” form to submit an essay.

Examples

Classroom Observation Report

classroom observation essay

Teachers or substitute teachers would know that observing children and students in the classroom can be a difficult task. As each student has their own unique trait as well as their own attention capacity. For a teacher or a substitute teacher, they must find ways to encourage their students to interact, especially if they are handling children. An observation report is a good enough way to list all the details or the information they got from watching how their students interact in the classroom. To get an idea on what you can do with an observation report, check out the article below.

14+ Classroom Observation Report Examples

1. classroom observation report template.

Classroom Observation Report Template

  • Google Docs

Size: 135 KB

2. School Classroom Observation Report Template

School Classroom Observation Report Template

Size: 196 KB

3. Sample Classroom Observation Report Template

Sample Classroom Observation Report Template

Size: 77 KB

4. Teacher Classroom Observation Report Template

Teacher Classroom Observation Report Template

5. Kindergarten Classroom Observation Report Template

Kindergarten Classroom Observation Report Template

Size: 126 KB

6. Classroom Observation Report

Classroom Observation Report

Size: 212 KB

7. Student Teaching Observation Report

Student Teaching Observation Report

Size: 269 KB

8. Open-Ended Classroom Observation Report

Open-Ended Classroom Observation Report

Size: 16 KB

9. Peer Classroom Observation Report

Peer Classroom Observation Report

Size: 13 KB

10. Sample Classroom Observation Report

Sample Classroom Observation Report

Size: 43 KB

11. Simple Classroom Observation Report

Simple Classroom Observation Report

Size: 95 KB

12. Teacher Classroom Observation Report

Teacher Classroom Observation Report

Size: 788 KB

13. Pre-Student Teaching Observation Report

Pre-Student Teaching Observation Report

14. Classroom Observation Report Example

Classroom Observation Report Example

Size: 125 KB

15. Printable Classroom Observation Report

Printable Classroom Observation Report

What Is an Observation?

An observation is the act of seeing something that you have not seen before. The process of observing and watching. In addition to that, an observation is the act of seeing someone or something to gain information about it. An observation is the act of looking at something or someone in a curious or genuine manner. To get to know a person or a thing by watching them without making much judgement. To get any understanding and information by observing something or someone.

What Is a Report?

A report is a document that is written by someone who has something to say. It can be in the form of a complaint, an observation, a topic to be discussed, or even to simply want to inform someone about something. Reports are also considered an official document that describes incidents that may have happened. In addition to that it means to give full detail about something or someone. The information that is found in the report can be used for future information that may be useful for whatever purpose it was given. Lastly, a report can also be either in written form or presented orally.

What Is an Observation Report?

An observation report is a document that stores information about a child or about children and the way they interact with their peers. Observation reports are mostly done by teachers or health care professionals. As this document is mostly used for understanding the well being of the child. This document contains the general and sometimes specific information about a child’s overall development. It is also the process besides observing the child, you are also observing how they act in their own environment and how they perceive things. You are also going to be writing them down as well as putting all the observations into one report.

How Important Is a Classroom Observation Report?

The importance of writing a classroom observation report is to know and understand where your students may be struggling at. The areas in which a student has the opportunity to know where they can improve. A classroom observation report can also show the strengths and weaknesses of the students. In addition to that, it also helps by performing an investigation report that may be needed to check on the progress of your students. As well as if any incidents may arise, a classroom observation report is the best tool to use for gathering data or information about your students.

What Are the Tools?

  • Questionnaire

How to Write a Classroom Evaluation Report?

  • Do a thorough observation of your students
  • Write your observations down
  • Start doing your assessment and evaluation
  • List the evaluations and results
  • Pile them up to make a general evaluation report
  • Make a copy of your own and send it to your superiors

What is a classroom evaluation report?

A classroom evaluation report is a type of report that is documented to know and understand how a student reacts and interacts in their surroundings. It is used mostly by teachers as a way to see and to use as an intervention report. In case of any incidents or accidents that may fall on the classroom, they are able to record it and find a solution.

How can a classroom evaluation report be useful for a teacher?

Classroom evaluation reports are a bundle of information made through observing your students. Their personalities, how they interact, their strengths and weaknesses all written down for your convenience. The evaluation report is useful when you have assessed and evaluated the problem and are able to find a solution for it. Just like any type of report, an evaluation report requires data or information to be able to find a solution. This is one way of using your classroom evaluation report.

Is there a format for writing your evaluation report?

Not necessarily. You may choose how you want to write your evaluation report. As long as you remember to treat this report as a legal document. You should also avoid using jargon that may not be as familiar to others who may read your report.

Do I need to write down all the observations I had inside my classroom?

In a general way, you may want to write all the observations in a paper. But when you want to write your evaluation report, stick to the most important information.

Anyone who may have taught or is currently teaching students, especially children would know that anything can really happen inside the classroom. That students differ from others and there is no such thing as two students with the same attitude or personality. These observations can be quite helpful especially if you are trying to resolve an issue concerning your students. By using a classroom evaluation report, you are surely able to find a solution to the problems that your students may be facing. As well as a good way of implementing rules based on the observation report you made.

Twitter

Report Generator

Text prompt

  • Instructive
  • Professional

Generate a report on the impact of technology in the classroom on student learning outcomes

Prepare a report analyzing the trends in student participation in sports and arts programs over the last five years at your school.

  • Share full article

Advertisement

Supported by

Paul Krugman

Meat, Freedom and Ron DeSantis

Republican Governor Ron DeSantis of Florida.

By Paul Krugman

Opinion Columnist

It’s possible to grow meat in a lab — to cultivate animal cells without an animal and turn them into something people can eat. However, that process is difficult and expensive. And at the moment, lab-grown meat isn’t commercially available and probably won’t be for a long time, if ever.

Still, if and when lab-grown meat, also sometimes referred to as cultured meat, makes it onto the market at less than outrageous prices, a significant number of people will probably buy it. Some will do so on ethical grounds, preferring not to have animals killed to grace their dinner plates. Others will do so in the belief that growing meat in labs does less damage to the environment than devoting acres and acres to animal grazing. And it’s at least possible that lab-grown meat will eventually be cheaper than meat from animals.

And if some people choose to consume lab-grown meat, why not? It’s a free country, right?

Not if the likes of Ron DeSantis have their way. Recently DeSantis, back to work as governor of Florida after the spectacular failure of his presidential campaign, signed a bill banning the production or sale of lab-grown meat in his state. Similar legislation is under consideration in several states.

On one level, this could be seen as a trivial story — a crackdown on an industry that doesn’t even exist yet. But the new Florida law is a perfect illustration of how crony capitalism, culture war, conspiracy theorizing and rejection of science have been merged — ground together, you might say — in a way that largely defines American conservatism today.

First, it puts the lie to any claim that the right is the side standing firm for limited government; government doesn’t get much more intrusive than having politicians tell you what you can and can’t eat.

Who’s behind the ban? Remember when a group of Texas ranchers sued Oprah Winfrey over a show warning about the risks of mad cow disease that they said cost them millions? It’s hard to imagine that today, meat industry fears about losing market share to lab meat aren’t playing a role. And such concerns about market share aren’t necessarily silly. Look at the rise of plant-based milk, which in 2020 accounted for 15 percent of the milk market.

But politicians who claim to worship free markets should be vehemently opposed to any attempt to suppress innovation when it might hurt established interests, which is what this amounts to. Why aren’t they?

Part of the answer, of course, is that many never truly believed in freedom — only freedom for some. Beyond that, however, meat consumption, like almost everything else, has been caught up in the culture wars.

You saw this coming years ago if you were following the most trenchant source of social observation in our times: episodes of “The Simpsons.” Way back in 1995, Lisa Simpson, having decided to become a vegetarian, was forced to sit through a classroom video titled “Meat and You: Partners in Freedom.”

Sure enough, eating or claiming to eat lots of meat has become a badge of allegiance on the right, especially among the MAGA crowd. Donald Trump Jr. once tweeted , “I’m pretty sure I ate 4 pounds of red meat yesterday,” improbable for someone who isn’t a sumo wrestler .

But even if you’re someone who insists that “real” Americans eat lots of meat, why must the meat be supplied by killing animals if an alternative becomes available? Opponents of lab-grown meat like to talk about the industrial look of cultured meat production, but what do they imagine many modern meat processing facilities look like?

And then there are the conspiracy theories. It’s a fact that getting protein from beef involves a lot more greenhouse gas emissions than getting it from other sources. It’s also a fact that under President Biden, the United States has finally been taking serious action on climate change. But in the fever swamp of the right, which these days is a pretty sizable bloc of Republican commentators and politicians, opposition to Biden’s eminently reasonable climate policy has resulted in an assortment of wild claims, including one that Biden was going to put limits on Americans’ burger consumption.

And have you heard about how global elites are going to force us to start eating insects ?

By the way, I’m not a vegetarian and have no intention of eating bugs. But I respect other people’s choices — which right-wing politicians increasingly don’t.

And aside from demonstrating that many right-wingers are actually enemies, not defenders, of freedom, the lab-meat story is yet another indicator of the decline of American conservatism as a principled movement.

Look, I’m not an admirer of Ronald Reagan, who I believe did a lot of harm as president, but at least Reaganism was about real policy issues like tax rates and regulation. The people who cast themselves as Reagan’s successors, however, seem uninterested in serious policymaking. For a lot of them, politics is a form of live-action role play. It’s not even about “owning” those they term the elites; it’s about perpetually jousting with a fantasy version of what elites supposedly want.

But while they may not care about reality, reality cares about them. Their deep unseriousness can do — and is already doing — a great deal of damage to America and the world.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Paul Krugman has been an Opinion columnist since 2000 and is also a distinguished professor at the City University of New York Graduate Center. He won the 2008 Nobel Memorial Prize in Economic Sciences for his work on international trade and economic geography. @ PaulKrugman

IMAGES

  1. ⇉Classroom Observation Reflective Summary Essay Example

    classroom observation essay

  2. My Classroom Observation Experience: Sample Summary of Observations

    classroom observation essay

  3. Classroom Management Observation Free Essay Example

    classroom observation essay

  4. Classroom Observation Report Essay Example

    classroom observation essay

  5. Classroom Observation Analysis Research Paper

    classroom observation essay

  6. Class observation essay. Examples Of Classroom Observation Essay Essay

    classroom observation essay

VIDEO

  1. Classroom Observation 2

  2. Classroom Observation

  3. Classroom Observation Quarter 2 Part 1

  4. Observation class 3

  5. Classroom Observation (Actual Teaching Video)

  6. CLASSROOM OBSERVATION 3 q3 SCIENCE IV QUARTER 3

COMMENTS

  1. Examples of Classroom Observations: [Essay Example], 982 words

    Published: Mar 25, 2024. Classroom observation is an essential aspect of teacher education and professional development. It provides an opportunity for educators to reflect on their teaching practices, gain insights into student learning, and receive feedback from colleagues. Observing a classroom in action can also offer valuable examples of ...

  2. Classroom Observation Essay Examples

    Classroom Observation Essay Examples. Improved Essays. 1218 Words. 5 Pages. Open Document. Essay Sample Check Writing Quality. Show More. I really enjoyed the time I spent in Mrs. Flinn's fourth grade classroom over Spring Break. I was able to observe for a total of four hours between Wednesday afternoon and Thursday morning.

  3. Observation Essay

    The first step in taking field notes of your observation is, write down the necessary details of the subject. Also, you should include the time and place. In writing your findings, you should stay objective and factual. Also, don't forget to write a description of the setting and the materials involved. The readers of your observation essay ...

  4. How to Begin an Observation Essay: Tips and Strategies

    To start an observation essay, you can use various strategies. One approach is to provide a brief overview of the essay's topic and thesis statement in a few short sentences. Another effective strategy is to pose a thought-provoking question related to the topic, inviting readers to consider the answer.

  5. A Comprehensive Guide to Classroom Observation

    A Comprehensive Guide to Effective Classroom Observation. 12/12/2019. By: Torsh. Classroom observation is critical in helping teachers get feedback on how to develop and mold their classroom management and instruction techniques. In this guide, we will break down the elements of classroom observation, methods, techniques, and more.

  6. PDF Reflective Essay on Observation Theme

    Reflective Essay on Observation Theme . ... but this would have duplicated the work on the Classroom Observation Analysis Form, so I decided to go forward instead. The Classroom Observation Analysis Form was very helpful as were the Danielson rubrics. I found this section useful and easy to complete with a high level of specificity which

  7. Classroom Observation Essay

    The Classroom Observation. Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students' actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable.

  8. A Guide To Classroom Observation, Essay Example

    Classroom observation is "the most direct method for the change facilitator to use in helping teachers to monitor and assess their own teaching practice" (Uys & Gwele, 2005, p.103). It allows monitoring teachers in action, to identify their strengths and weaknesses and develop and effective plan of action.

  9. Classroom Management Observation and Assessment Essay (Critical Writing)

    Classroom Management Observation and Assessment Essay (Critical Writing) Classroom management is an integral part of any institutionalized educational process. Its aim is not only to keep discipline in the classroom (which means not punishing students but rather developing desired behaviors (Khalsa, 2007, pp. 2, 6)) but also (and mainly) to ...

  10. Classroom Observation Essays (Examples)

    PAGES 2 WORDS 631. Classroom Observation. The students poured into the classroom, and the teacher began the mass lesson immediately, without any small talk. The eighth grade class consisted of twenty students of various genders and ethnicities. The topic of the day was algebraic equations, and the teacher's authoritative attitude conveyed her ...

  11. Classroom Observations: The Power of Reflection

    Classroom observation in this regard is a powerful tool to enable students and teachers to develop an analysis of feelings, evaluation of experiences and designing an action plan. For teachers to be effective, they need to recognize more than just their students' background and learning preferences. It is, therefore, not only desirable but ...

  12. Examples Of Classroom Observation

    Examples Of Classroom Observation. Decent Essays. 1225 Words. 5 Pages. Open Document. Each classroom observation I have completed has led to a more productive learning experience, and I have been able to view teaching theories and strategy first hand. Through my classroom field experience I have had several opportunities to help with different ...

  13. Classroom Observations: Examples of Structure and More

    Traditionally, classroom observations looked something like this: A coach, peer, or administrator sits in the classroom during a lesson. Sometimes this observation is set ahead of time, with the teacher aware of what's to come. Other times, administrators set a window of time that they will be in the classroom to observe.

  14. (Pdf) Classroom Observation- a Powerful Tool for Continuous

    Abstract. For making teaching and learning more visible, classroom observation plays a central. role. It provides teachers with constructive critical feedback in order to improve their classroom ...

  15. Classroom Observation Definition

    A classroom observation is a formal or informal observation of teaching while it is taking place in a classroom or other learning environment.Typically conducted by fellow teachers, administrators, or instructional specialists, classroom observations are often used to provide teachers with constructive critical feedback aimed at improving their classroom management and instructional techniques.

  16. Classroom Observation Essay

    This 3,178 word classroom observation essay example includes a title, topic, introduction, thesis statement, body, and conclusion. Support Available 24/7/365 Toll Free: 1-866-707-2737

  17. Classroom Observation, Essay Example

    Cognitive abilities are described as brain bases skills that one uses to carry out any task ranging from simple to complex. Perception, attention, memory, motor, language, executive functions, and visual and spatial processing are all cognitive abilities. Most cognitive abilities can be improved with use.

  18. My Classroom Observation Experience: Sample Summary of Observations

    This paper will focus on an observational exercise. It will include the summary of the observations made in three different classes. The classes will include a 3 rd grade math lesson, 6 th grade science lesson and 2 nd grade physical education lesson. The observation will include demography of the school and classes.

  19. Classroom Observation Reflective Summary

    Classroom Observation Reflective Summary. Throughout my class lectures and discussions in many of my classes, I recall one of my professors accenting the fact that teachers need to be flexible in their schedule and need to conform to the changes that are associated with the career. Upon hearing this, I didn't accept this fact she was giving me ...

  20. A reflective report on classroom observations and teaching philosophy

    This reflective report is based on the "The Sheltered Instruction Observation Protocol". (SIOP) (Echevarria, Vogt, & Short in Echevarria & Graves, 2015, pp. 52-53) which was used as. the ...

  21. Classroom Observation Report

    An observation report is a good enough way to list all the details or the information they got from watching how their students interact in the classroom. To get an idea on what you can do with an observation report, check out the article below. 14+ Classroom Observation Report Examples 1. Classroom Observation Report Template

  22. Observation Essay

    Observation Essay Taylor Jefferson. Delaware Technical Community College. EDC211-218 Classroom Management. Classroom Setting Walking into the 3rd grade classroom at W. Riley Brown Elementary was very welcoming. The decoration and design of the classroom was set to create positivity through the room.

  23. Opinion

    Recently DeSantis, back to work as governor of Florida after the spectacular failure of his presidential campaign, signed a bill banning the production or sale of lab-grown meat in his state ...