Classroom Observation Form Observer Charlotte K Johnson

Classroom Observation Formobserver Charlotte K Johnsoninstructorjen

Observe classroom instruction and environment, noting what is seen and heard, linking observations to teaching components. Avoid opinions. Complete feedback with two compliments, two suggestions, and an overall reflection. Engage with the instructor for specific guidance on elements for feedback.

Evaluate components such as creating an environment of respect and rapport, communicating clearly, establishing a culture for learning, managing classroom procedures, engaging learners, managing behavior, and organizing physical space, using the framework by C. Danielson.

After observation, reflect on the instruction, noting strengths and areas for improvement, and inform the instructor that feedback will be nonjudgmental and part of a coaching process. Limit coaching discussions to about 20 minutes, with additional debriefing.

In the coaching reflection phase, collaboratively set a timeframe, clarify the purpose, and use skills like paraphrasing, questioning, and summarizing to facilitate growth. Use the Framework for Teaching standards to guide the conversation, analyze the process, and consider future improvements.

Paper For Above instruction

The classroom observation conducted by Charlotte K. Johnson on June 3, 2018, at the Pre-K level with a class size of 20 students, revealed a teaching environment rooted in respect, effective communication, and active student engagement, aligned with the framework by C. Danielson. The observer noted several commendable practices and areas where the instruction could be refined, providing a comprehensive reflection on the teaching and learning processes.

Creating an Environment of Respect and Rapport is fundamental to fostering a positive classroom climate. During the observation, it was evident that the instructor, Jennifer Elineema, established respectful interactions with students, fostering trust and a sense of safety. The students responded positively, demonstrating that rapport was effectively cultivated. The teacher’s friendly tone, eye contact, and acknowledgment of student contributions contributed to a supportive environment. Such practices align with the Danielson component that emphasizes instructor interaction with learners and learner-to-learner interaction, which enhances engagement and motivation (Danielson, 1996).

In terms of communicating Clearly and Accurately, instruction was delivered through clear oral and written directions. The teacher showed children creature cards and asked questions about their wild or tame nature, demonstrating comprehension and effective use of language. The inclusion of both verbal instructions and visual supports helped reinforce understanding among preschool-age learners, who benefit from multisensory input. The teacher also facilitated a discussion about natural life, encouraging students to articulate their observations confidently, thereby supporting language development and critical thinking (Farkas & Downer, 2014).

Establishing a Culture for Learning was evident as the teacher promoted pride in work and set high expectations. For instance, students were encouraged to explore their environment through a walk outside, searching for natural life and discussing their findings. By integrating physical activity and inquiry-based learning, the teacher fostered curiosity and intrinsic motivation, which are critical at the preschool level (Vygotsky, 1978). The teacher’s management of questions and discussions motivated students to participate actively, sharing their ideas about animal sizes, colors, and habitats, thus supporting the development of scientific vocabulary and concepts.

Classroom procedures were managed effectively, with structured transitions such as the walk, drawing, and group discussion. The teacher used creature cards as instructional materials that facilitated grouping and active participation. The activities were well-paced, providing opportunities for children to observe, reflect, and express their understanding. The concept of integrating arts—drawing or painting about their findings—leveraged multiple intelligences and catered to diverse learning styles (Gardner, 1983).

Behavior management was proactive and responsive. The teacher maintained safety by ensuring that children stayed together and used ropes during outdoor activities. Immediate correction of misbehavior was practiced, fostering a positive behavioral climate. Such consistent monitoring supports social-emotional development essential for early childhood education (Denham et al., 2003).

Physical space was arranged flexibly, with furniture and resources accessible to children, facilitating independent exploration. Parent volunteers assisted with supervision, demonstrating community involvement. The physical arrangement responded to the learners’ needs, promoting engagement and safety (Pianta & Kraft-Sayre, 2004).

Overall, the observation revealed a teacher who adeptly integrated instructional components aligned with established frameworks, emphasizing respect, clarity, inquiry, and student-centered activities. The observations suggest further reinforcement of differentiated strategies and more explicit scaffolding to extend learning gains. The overall reflection underscores the importance of continuous professional growth through feedback, collaboration, and deliberate practice.

References

• Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: ASCD.
• Denham, S. A., Blair, C., DeMulder, E. M., Levitas, J., Sawyer, K., Auerbach-McMahan, C., & Kent, R. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74(1), 238-256.
• Farkas, G., & Downer, J. (2014). Language development in early childhood: Key concepts and strategies. Early Childhood Research Quarterly, 29(3), 230-245.
• Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
• Pianta, R. C., & Kraft-Sayre, M. (2004). Successful kindergarten transition: Your guide to connecting children, families, and schools. Paul H. Brookes Publishing.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.