Observation 2 (February 22, 2007)

The second observation went well. No delays, no ice storms, etc. Linda and I arrived earlier than our usual time so as to observe some language arts and morning routines. The students seem to be used to our arrival around that time. While everything seemed to be like it always has been in the classroom, I noticed a few things that I hadn't noticed before.

Though I always knew that there was a varied range in academic achievement in the classroom, it wasn't until today that I understood how drastic the range really is. The morning routine includes doing a few worksheets in math and language arts. The math worksheet consisted of double-digit number sentences, simple graph interpretation, and addition. These are supposed to be easy enough to do independently (more a review of old concepts than anything difficult and new). Ms. M asked us to help a few of the students. The student I worked with had no concept of number sentences, and was still a counter rather than a computater. This disturbed me a little since this should have been learned last semester, yet the student still struggled with it. He was not alone. A few other students had trouble with the same concepts. I wonder since these students are struggling, whether Ms. M should differentiate the morning routine work. I suppose that the math instruction class material is sticking in my mind since I wished that manipulatives were more readily available. The short time during the morning just reminded me how vast the range of abilities can exist in a classroom (especially since Ms. M has about 25 students in her classroom). It was all a little intimidating.

As the morning continued, I noticed a few other things that I hadn't noticed in Ms. M's classroom before. A teacher unknowingly holds ideas and perceptions that influences their actions toward their students. This can be a good thing, but it can also be dangerous. Some kids are quickly punished for their trouble-making antics, while others who are not "trouble-makers" are let off for some of the same antics. I know it isn't intentional, but I realize that as teachers, we must develop a constant self-awareness in our teaching, our attitudes, and our perceptions. It seems difficult, and I'm not sure how to better develop or maintain that level of self-awareness when there are so many other things that need to occupy a teacher's mind.

Observation 1 (Feb. 15, 2007)

Since there was a two hour delay (and a school closing the previous day), I expected the students of Ms. M's class to be riled, talkative, and loud. After an unexpected break of freedom, I always found it difficult to get back into the groove of school. However, what Linda and I found was the most well behaved second grade class a teacher could ever hope for. After a happy chorus of "Oh, Linda and Gloria! You're back!", the students quietly did their work. It was as if 10:30 am was really 8:30 am. I was very surprised at how easily Ms. M and her students adjusted to the delay. I wonder if it is because their class is so well managed. From our previous experience with the class last semester, it was obvious that there was a set routine that all the students expected and followed.

Linda and I did note some changes by Ms. M to make up for the lost time. Famous Americans content was combined with Language Arts by way of individual writing work during guided reading groups. Whole group work with open-court was also shortened. Snack time was cut out since lunch was so near to the start of school. Speaking with Ms. M about teaching a unit was done inbetween guided reading chapters for one of her groups. I realized after witnessing all of this, that while a day off or a shorter day may be fun as a student, a teacher in may bfind it to be more stressful than carefree.

Though it seemed that the classroom and students had hardly changed at all at first, more differences were noticed throughout the observation. There were new books black board where books are displayed. The class was deeply engrossed in Ancient China from the look of the displays, books, and worksheets found throughout the classroom. Magnets were a thing of the past: studied, mastered, finished. It was all about fossils and paleontology now. The reading fluency of the students had also improved a lot since last semester. It reminded me of the "incredible gains" (learned in Reading Development) that second graders make during the year, according to Words Their Way. The students were also doing research (about Famous Americans) and longer writing than last semester. A part of me wishes that I could have seen the growth first hand.

On a more fun note, the students finished making their Valentine's Day envelopes. After a discussion by Ms. M about why we should use the term "mail carriers" rather than "mail man", students rushed to deliver their Valentine's to one another. I had forgotten all about those perforated Valentine's Cards with Disney characters and what not on them. I saw a lot of Bratz (no surprise there) and Maya and Miguel (didn't expect that), but not so much Disney (how sad). The students piled cards and chocolates on Ms. M's desk as well. It's things like this that make teaching all the more appealing to me!

Overall, I found that the first observation time went well. It gave me a chance to reacclimate myself into the classroom and its routines. It was also wonderful to see the students again, as well as seeing Ms. M in action.