Classroom Observation II: Experiencing a Student’s Day
Due. Nov. 8th
“A lot of people are afraid of teenagers. They think we are these freak humans.”
Student quoted in Cushman, Fires in the Bathroom, 2003.
Your goal in this exercise is to discover what it is like to be a student in the school
in which you are placed for your practice teaching: to experience the community, the
school, the schedule, the teaching, the social milieu, as a student lives them on a daily
basis. You will glean part of this information from your classroom observations, regular
work with students and colleagues, and walking around the school; but actually
accompanying a student during his/her day will give you a wealth of information,
particularly from one individual’s point of view. Following the steps below should help
you to have a productive experience.
Obtaining Permission: It is important that your cooperating practitioner understands
why you are doing this activity and that the student you will accompany through the day
is receptive to working with you. Explain the assignment to your mentor/cooperating
practitioner well in advance and ask how best to solicit a volunteer to be your guide for a
day. Each school/co-op may have a different process in mind. Some may encourage you
to select a student; others may want to pre-select someone for you. You may have
established rapport with a particular student or there may be a student who interests you
and whose academic pursuits you would like to know more about. You may find it
informative to follow an average or struggling student to get an idea of how such a
student experiences the school. Following a high achieving student may give you insight
into pressures students feel in the school and/or community and how AP or tracking may
affect students in your site.
Before the Guided Observation: Think about what you want to know about your
student’s background and community, attitudes toward learning, personal interests and
talents, and future plans. Handouts about observing students will be passed out in class
to draw your attention to behaviors to consider as you observe and talk with the student.
Guided Observation: Be sure to have an opportunity to talk with your student before
you begin your day together. Introduce yourself and the assignment; be sure to ask your
student to tell you a bit about the day ahead, what s/he will be doing and what work s/he
has prepared for the day, what classes are interesting, and what other activities he/she
enjoys. You might ask your student about his/her experiences in the community and other
interests. Once you begin the day, you will accompany the student, following his or her
class schedule, taking notes throughout the experience, and asking the student questions
as appropriate during passing time, study halls, or lunch. In classes, focus on your
student and the relationship s/he has with peers and teachers. Do they enjoy group work
and contribute well? Is the student more engaged in one class than another? What might
account for their increased interest? How would you describe the interactions with
teachers? Your goal is to consider and capture the many aspects of students’ lives in
school that you can, especially those related to their learning and social interactions. At
the end of day, find some time to debrief with the student to check on some of the
observations and inferences you have made. It may also be a time to ask the student a bit
more about their interests and schedule outside of school.
Post-Observation:
1. Review all of your notes, looking for descriptions, threads, and patterns.
Note/highlight them. Consider what these elements tell you about the student and
the school s/he is attending. What seems obvious to you? Puzzling? To what
interpretation does your analysis lead you? Try to review your notes with a peer
placed in your school site to see what inferences they might draw given what you
describe.
2. In a 4-6 page (double spaced) narrative, write a description and interpretation of
your experience of the student’s day. Use only first names or initials in speaking
of your student guide and his/her teachers. Include your impression of the life
and culture of the school and the community, as well as the factors that shaped
those impressions. In particular, address how your experience of the day was
informed or illuminated by issues raised in the readings and seminar
discussions. Consider also the similarities and differences between you and the
student in terms of background and schooling. What have you learned from this
experience that will inform your teaching as you take more responsibility for your
classes?
Above all, enjoy this experience and be sure to thank your student-guide for
having you spend the day with him or her. It is a privilege to accompany a young person
as they strive to learn about their world and navigate the academic and social scene of a
busy middle or high school. It’s almost the “ultimate re-seeing school” to see school from
the student’s experience and to refresh what school is like for adolescents. Have fun!