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    Classroom Observation and Teacher Interview

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    Tiffany Sahadeo
    Mrs. Tiffany Sahadeo observed kindergarten teacher Mrs. Russell's classroom for two hours and interviewed her afterwards. During the observation, Mrs. Russell was seen interacting well with students and effectively applying developmental theory. In the interview, Mrs. Russell discussed her background in early childhood education, recent professional training, consulting with colleagues on student issues, and addressing the cognitive, physical, emotional, and social challenges of kindergarteners, such as varying academic abilities and the difficulty of sitting still. She finds that learning to read is often the biggest developmental challenge and works to show parents strategies to help their children at home.

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    Classroom Observation and Teacher Interview

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    Tiffany Sahadeo
    136 views5 pages
    Mrs. Tiffany Sahadeo observed kindergarten teacher Mrs. Russell's classroom for two hours and interviewed her afterwards. During the observation, Mrs. Russell was seen interacting well with students and effectively applying developmental theory. In the interview, Mrs. Russell discussed her background in early childhood education, recent professional training, consulting with colleagues on student issues, and addressing the cognitive, physical, emotional, and social challenges of kindergarteners, such as varying academic abilities and the difficulty of sitting still. She finds that learning to read is often the biggest developmental challenge and works to show parents strategies to help their children at home.

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    Edu 310 Paper

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    Mrs. Tiffany Sahadeo observed kindergarten teacher Mrs. Russell's classroom for two hours and interviewed her afterwards. During the observation, Mrs. Russell was seen interacting well with students and effectively applying developmental theory. In the interview, Mrs. Russell discussed her background in early childhood education, recent professional training, consulting with colleagues on student issues, and addressing the cognitive, physical, emotional, and social challenges of kindergarteners, such as varying academic abilities and the difficulty of sitting still. She finds that learning to read is often the biggest developmental challenge and works to show parents strategies to help their children at home.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    136 views5 pages

    Classroom Observation and Teacher Interview

    Uploaded by

    Tiffany Sahadeo
    Mrs. Tiffany Sahadeo observed kindergarten teacher Mrs. Russell's classroom for two hours and interviewed her afterwards. During the observation, Mrs. Russell was seen interacting well with students and effectively applying developmental theory. In the interview, Mrs. Russell discussed her background in early childhood education, recent professional training, consulting with colleagues on student issues, and addressing the cognitive, physical, emotional, and social challenges of kindergarteners, such as varying academic abilities and the difficulty of sitting still. She finds that learning to read is often the biggest developmental challenge and works to show parents strategies to help their children at home.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
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    Classroom Observation and Teacher Interview

    Classroom Observation and Teacher Interview


    EDU 305
    November 10, 2014
    Tiffany Sahadeo

    Classroom Observation and Teacher Interview

    My classroom observation took place at Fort Washington Forest Elementary School in


    Mrs. Russells kindergarten class for about two hours. There were only two adults present during
    the interview, myself, and Mrs. Russell. The observation took place from behind the teachers
    table so I wouldnt distract the students or the teacher. During my observation I quickly
    concluded how well Mrs. Russell interacted with the students and how well she used the
    developmental theory in the classroom.
    Teacher Interview
    Me: What is your professional background?
    Mrs. Russell: I graduated from UMUC in 1996 with a B.S in Elementary Education and
    specialized in Early Childhood. In 1996 I became a Kindergarten teacher at Fort Washington
    Forest Elementary School. I have worked primarily by myself for my entire career.This year the
    budget has allowed each kindergarten class to have an aide. This allows for more reading and
    one on one with my students.
    Me: Have you had any professional training? Was it effective?
    Mrs. Russell: I had specific developmental training in my bachelors program. That training was
    extremely effective. I recently completed RISC training. This training overall has helped our district
    toward a fully implemented RISC school within two years. It has been extremely effective.
    Me: Do you consult with peers or specialists about developmental issues?

    Mrs. Russell: I am a member of our schools Student Spirit Team. Our team works with the teachers on a biweekly basis concerning developmental issues. I also communicate daily with any concerns that the teachers or
    students may have.

    Classroom Observation and Teacher Interview

    Me: What are the developmental issues you deal with in your classroom?
    a.Cognitive

    Me: What are the academic abilities and challenges in your age group?
    Mrs. Russell: In my class the students cognitive skills of my students range from high to low. Their learning
    ability ranges from entering kindergarten ready to read, to never being read to. Kindergarteners have a different
    range in cognitive skills.

    b.Physical

    Me: Do you feel that there is an academic difference with gender?


    Mrs. Russell: I have seven girls and 11 boys enrolled in my class. All children are physically similar.

    c.Emotional

    Me: Do they seem overwhelmed or stressed? Do they solve their own problems?
    Mrs. Russell: Children at this age, are sometimes very emotional. They oftentimes display mixed emotions in
    different circumstances. For children this age this is normal and, I have to explain that to parents. Stress,
    overtired, or grief maybe reflected by crying. Crying seems to be a good stress reliever for my children. I tell the
    parents to allow them to cry, they will get a sense of their emotions and how to deal with them eventually.

    d. Social

    Classroom Observation and Teacher Interview

    Me: How are their social skills, do they make friends easily?
    Mrs. Russell: Majority of my students attended a preschool program. This provided the social
    skills and readiness to learn with other children. A few of my students had never attended a
    preschool or daycare prior to kindergarten, first they were lacking in social skills, and had
    difficulty adjusting to the school environment. Some students at first were frightened by the
    school bells and would seem very timid. As time passed those students easily blended in with the
    others.
    Me: What are the specific challenges of your age group?
    Mrs. Russell: Specific challenge: At this age children are not independent learners they have a
    difficult time sitting quietly for 10 minutes. They are easily distracted and their attention span is
    limited. Amongst 18 of them there is a wide range of skills. Some of my children can follow
    direction whereas others need my full attention.
    Me: What is the most challenging developmental in your career? What are the details of the
    issue?
    Mrs. Russell: I would have to say that learning to read is the most significant developmental
    issue I have worked with. I work very diligently with my students by encouraging reading
    strategies and reading at home. I have many parents that are supportive and involved and I have
    some that are not. I feel that child will learn to read when they are developmentally ready.
    Me: How did you address the issue?
    Mrs. Russell: I explain to parents that some children may not developmentally be ready and
    provide literature that shows this. I give them reading strategies to use at

    Classroom Observation and Teacher Interview

    home such as, getting your mouth ready for the sounds, identifying pictures, and recognizing
    words within other words.
    Me: What was the outcome?
    Mrs. Russell: Once I show parents these simple strategies, their children usually pick on sight
    words quicker. Children eventually learn to read when they are developmentally ready.
    Classroom Observation
    Mrs. Russell used small white boards with her reading groups to help them with word
    recognition, while re-telling the story. Mrs. Russell made up flash cards to take home. Students
    that have difficulty developing basic reading skills go to the Title 1 reading program designed to
    provide extra help in reading throughout the day. I noticed Mrs. Russell incorporating flash cards
    quite often during lessons to emphasize high frequency words. The use of flash cards and the
    ability of the students understanding what are on the flash cards falls under the cognitive theory.
    The more a student sees the words or problem the more likely they will remember the word or
    problem the next time they see it. I was able to see Mrs. Russell use flash cards with her students.
    Some of the words came easy, such as their high frequency words and other words came harder
    for them to identify. Mrs. Russell provided the students with laminated flash cards. These flash
    cards are great for when you are on the go, in class, in small groups, individually, or at home. We
    you find an attached three photos, two examples of the high frequency words and one example of
    a sheet of flash cards.

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