Observations at Roosevelt middle school Essay

I observe at Roosevelt Middle School, which is in River Forest, in Mrs. Brauns sixth grade English folk on Tuesdays in the morning. As I consent observed, I have noniced that the manakin manner is schoolchild-centered. During com rangeer time, Mrs. Braun focused more on helping the students get into the computer program to start the appointment than on having enough time to get the assignment done. Several times, Mrs. Braun gave facilitative comments on how to do things on the computer or in the program, much(prenominal) as how to install automatic spell check. Mrs. Braun was likewise real patient as she was organism asked questions while she was trying to explain the assignment.From what I saw, some students were getting bored, though, while the assignment was being explained and started whispering to from each one some another(prenominal). However, the whispering did stop when the students had to get started on the assignment. I have also observed that there bets to be a strong set of rules in place in Mrs. Brauns class style. This is evident by dint of some of Mrs. Brauns subtle, and not-so-subtle, reminders. For example, she gently made an example of a student by pointing out that his decorated pen (with a silly stovepipe on it) was not allowed in class if it was going to be contend and not used.She made a general statement that all pens equivalent to it are not welcomed is they are going to be played with. Overall, the students pursue the rules very well, and there have not been any severe disruptions. at that place has only(prenominal) been whispering occasionally, but it stopped when Mrs. Braun asked. Disciplinary strategies seem to be in place as well, although I have not seen any discipline used while I have been observe the class. in that respect is even a act in place in the classroom for each period. During period one, first of all, old assignments are pile up by Mrs. Braun, and then vocabulary is think ofed.Then a vocabul ary assignment is given with any other new assignments on what is being cover in class. Next the teacher reads or goes over any delegate readings from the book that is being covered in class. This is the same basic routine for period deuce. The third period is computer time and the routine seems to vary. There is a quick transition from activity to activity during these routines. The classroom environment is that of a basic classroom setting. There are some decorations and other things hanging on the wall. Among the decorations is a hand-made calendar on the wall by Mrs. Brauns desk.There is a history of each students last name on the wall on the other side of Mrs. Brauns desk. There seems to be a controlled temperature and fervour in the classroom and they are set at an adequate setting. The room is arranged with five groups of desks in a circular type shape. In the middle of the room is a cart where new assignments are put and reading journals are kept. There are different locat ions throughout the room for different supplies. With the layout of the room, it seems there is adequate space to move near and do in-class activities. The physical space also seems conducive to teaching and learning.The physical space, including seats and grouping arrangements, seems to enhance cooperation and learning because there seems to be fewer distractions around them. There seems to be fewer distractions because the students have less people to speech to than if they were seated in rows, though they may still be tempted to talk. This classroom seems to function well as a total environment through its layout. I have observed many things in my first two observations in Mrs. Brauns class. The students do a lot of in-seat assignments, such as handouts. There seems to be a few sizable projects being done but they are done mostly outside of class.I feel that some time should be spent in class working on the projects, even if it is 10-15 minutes. The layout seems like both a go od thought process and a bad idea. It seems like a good idea because if one student gets stuck on something, there are others around to help. It seems to be a bad idea, though, because of what I stated before, there is still the enticement for the students to talk when they are not suppose to and distract each other. The only implication I have is that it seems that some old methods are unstated to leave behind, such as busy work (hand outs), for more interactional methods (interaction with each other).