Classroom Observation
By: Ma. Angel Ann Bargado
As I reflect on my experiences observing in three different classrooms over the last month,
I cannot express how much I have learned by being in the classroom. I read books, listened to the
experiences of my classmates and instructors, reflected on my own education, and tried to
imagine how this information was going to prepare me to face a classroom of different levels of
students. While I learned theories and skills that should be known by any educator, these classes
could not teach me what I most desired to know: what tangible steps could I take to correctly
implement all of the correct ways of teaching?
Over the course of my observations, I learned that there is no one way to do anything in teaching.
After a few weeks of observing, I was relieved because I thought that I could stop worrying so
much about doing the "right" thing with the students. I saw a successful teacher doing or
neglecting to do things that went against what I had been taught. I incorrectly assumed that the
choices the teacher made about how to organize the day, approach a lesson, or manage the
classroom were mostly a matter of personal preference and that several approaches would
produce equally desirable results. Now that I have seen three different classrooms as part of my
practicum observations, I still believe that there are several acceptable approaches but no
universally correct teaching methods.
As me and my group mates walked into the classroom for my first day of observations, we
were greeted warmly. In fact, each time that we entered a new classroom, we were given the
same greeting. All of the teachers were more than happy to help a future educator by letting us
observe their teaching styles and learn new techniques to use.
For my classroom observation, I had the opportunity to sit in on a first-grade regular education
classroom. Listed below are the following items that relate to the teacher’s classroom design:
•
Teacher’s educational goals
I asked for the teacher's educational goals and wasn’t surprised that our goals shared some of the
same objectives. In terms of teaching, she wanted to provide the best education possible and go
over and beyond the call of duty to make that a reality, without excuses. Should a student need
additional tutorial assistance due to performing below grade level, she would set up a schedule to
make those accommodations.
•
Teaching methods
Throughout the lesson, she would walk around and interact with the students to make sure they
were on task and understood the assignment. She provided visual aids to assist in the lesson and
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allowed students to pair up with each other in order to provide extra help. Students had to sit up
straight in class and track the teacher while she was at the board during whole-group instruction.
One thing I really loved was the homework I did in my classroom. All students were required to
raise their hands when asked to respond to a question regarding the lesson.
•
Use of technology as a resource
It is really amazing how excited students get about the possibility of using the computer in the
classroom to assist them with their lesson. The teacher added that she uses it as a reward system,
stating how effective it is in maintaining order and control in the classroom.
•
Use of voice & tone
The teacher was commanding yet gentle. She was strict when needed, but she also listened
carefully to what the students were saying and was able to tune into what was happening. She
showed patience and was keenly observing those students who did not do their activity, which
showed dynamism but was not enough for the class as some students were gossiping and others
were not doing their given activity. Often, the teacher changed her voice from lower to higher to
encourage student interest, participation, and involvement. In addition, the teacher’s voice
changed from higher to lower, encouraging students to listen to and understand directions and
allowing her to speak with authority and guidance.
•
Classroom relationships
The quality of relationships was also noticeable as the students exited the classroom. The teacher
wished them a good day, but in response, almost all of the students thanked him or her. The ones
that did not thank the teacher said they would see him tomorrow or gave some kind of
acknowledgement. I was pretty impressed by this small gesture from the students, especially the
high schoolers. They genuinely respected the teacher and looked forward to seeing him or her
again. I believe this was built on the respect that he or she shows the students and his or her
investment in getting to know the students as individuals, as well as a positive demeanour.
Through all of the examples that I saw in different classrooms, I have learned that it is very
important to make these boards visually pleasant, colorful, and easy to read. One teacher had all
of the words already on the board and simply flipped each of them over as they learned them. I
feel that this method can be daunting for students because it could make the task of learning a
seemingly massive amount of words appear impossible.
Senior high school helps us discover our strengths and realize our weaknesses in order to bring
out the best in us. It’s also a chapter where we get a glimpse of the things we can expect in
college and where we meet teachers who will push you to think and do things for yourself. One
thing that the HUMSS subjects instill in you is that you’re powerful as a human being. You’ll
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learn about the Universal Declaration of Human Rights, which is highly important in our world.
You’ll learn about your power as a citizen in Philippine Politics and Governance. You’ll learn the
power of your mind in philosophy. Learning under the HUMSS strand is an eye-opener. Even if
you are inherently shy, over time you will develop the confidence to advocate for yourself. You'll
discover that you feel at ease speaking your views because the HUMSS strand encourages you to
do just that—share your ideas with the world. In particular, the course Introduction to World
Religions and Belief Systems and Trends, Networks, as well as Critical Thinking in the 21st
Century Culture, will teach you how to respect individual diversity. A HUMSS student is more
than just an inquisitive individual, though. A HUMSS student is a global citizen. A humanista at
heart is a humanista at heart.
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