Observational Analysis

Observational Analysis

Compare and Contrast

Grade	Classroom Management	Classroom Setup
Kindergarten	Stoplight chart for behavior Teacher constantly moving Multiple activities go on at once Explorative play Teacher uses a signal	Daily schedule posted Students sit at color-coded tables with 4-5 kids per group Teacher’s desk in the center of the room Seating Charts are posted
1st Grade	Teacher proximity Uses signals Teacher gives verbal praise Star chart for behavior Uses framing statements Indirect instruction	Desks in groups of 4-5 students Daily routine posted Calendar posted Quiet corner for reading Teacher’s desk in the corner Overhead at front of the room
1st Grade (repeat area)	Uses overhead Teacher proximity Loud, firm voice Teacher proximity With-it-ness When before what	Teacher’s desk in back corner Children sit at tables in groups of 4 Circle table in back for reading Classroom rules posted Calendar posted
2nd Grade	Teaches from around the room Uses firm voice Gives verbal praise Checks for understanding	No overhead Desks in small groups
3rd Grade	Uses overhead Teacher proximity Uses signals Uses framing statements Repeats questions back to class Verbal praise	Desks in 3 rows with clusters of 3 Calendar at front of room Daily schedule posted
4th Grade	Ignores disruptive behavior Uses stern voice Verbal praise/warnings Children miss recess Uses overhead	Desks in 2 rows on each side of the room Daily schedule at front of the room Calendar posted TV by teacher’s desk in back corner Map facts/math tables on back wall
5th Grade	Uses framing statements Uses humor Uses “I” statements Uses Overhead Teaches from the back With-it-ness	Teacher’s desk in back corner Semi-circle table in back Schedule and calendar posted at front Rules posted Desks in rows
6th Grade	Teacher checks for understanding Uses humor Asks open-ended questions Ignores attention seekers Uses overhead Teaches from the front	Overhead at front of class Desks in pairs Rules and daily schedule posted by the door Desk in corner of room
Reading/Title 1	Begins each sentence with child’s name Uses enthusiasm Speaks slowly Uses games to teach Allows children to talk at will	Semi-circle desk with 3 chairs Strategies for success posted Methods posted for choosing books Shelves organized by reading levels
Art	Uses quiet voice Uses humor With-it-ness Teacher proximity Uses attention-getters Uses signals Different behavior systems for different grades	Tables around room in groups of 4-6 Cabinets in back hold all supplies Desk in front corner Reading area in front Schedule posted on door Rules posted Different art themed bulletin boards
Music	Uses signals Checks for understanding Uses framing statements Incentive/reward system	Children sit on floor Instruments along side wall Teacher sits in the front Instructional materials in the front of the room
Physical Education	Uses framing statements Uses enthusiasm/humor Teacher constantly moving Uses signals Ignores disruptive behavior	Equipment neatly organized Teacher in the middle Fitness posters on walls Color coded spots in rows for children to sit on

Summary

Classroom Management

Classroom Setup

Similarities:

The teachers I have observed use similar management strategies for the most part. Many of them use overhead projectors, and have behavior charts, calendars, and rules posted on the walls. Many of them also use signals, framing statements, and check for understanding. I have also noticed that humor and with-it-ness seem to be popular strategies for managing classrooms.

Similarities:

Almost every classroom I observed had a daily schedule in the front and a calendar posted somewhere in the room. Most rooms also have classroom rules posted on the walls. Also, most teachers locate their desks in corners of the room, and have desks situated in groups of some form.

Differences:

As children get older, teachers seem to ignore disruptive behavior more, and teach from the front of the classroom. Also, some teachers use firm tones to emphasize disruptive behavior, while others use verbal praise or warnings.

Differences:

The biggest difference I’ve noticed is the arrangement of the desks. The younger children typically sit at tables or in small groups. As the children get older, the desks are arranged more in rows than groups.

Conclusions

After observing numerous teachers at this school, I have noticed that classroom management strategies are important. Every teacher has seemed to figure out what works for them, and I have decided that the most successful teachers really know how to relate to their students. Teachers use fun signals and humor to keep their children engaged, but also under control. When I teach, I intend to get to know my students well so I can relate the material to them, and use humor to make it more exciting. Also, I will teach from around the classroom rather than from the front, because I have observed moving around to be more effective than staying stationary. Also, I will post rules, schedules, and other important information on the walls, because I have noticed that children take more initiative when they do not have to rely on their teacher for everything.