Montessori Classroom Observation

Most classrooms are analogous in their basic structure. They typically consist of the essential accessories such as chairs, tables, and desks. However moving past the basic structures they become more unique. Their distinguished qualities, often correspond with varying influential factors. These factors include, instructor and subject matter, school setting, and student population.

She didn’t know what to do. “And I suddenly had such a vivid flashback that I completely lost my train of thought.” She talked about a childhood experience with her brother Matt. I think she was trying to get the student into learning, but that got the student feel boring instead. The entire lesson, she couldn’t build connections with her students.

Though being a teacher may make it seem as though she loves children, this is not the case. When she taught she was a strong believer in corporal punishment,

She started on time, and she was very good at multitasking. She was able to help each student whenever they needed it. A smartboard, a document camera, and books were used to help the students learn the math lesson that was being taught. The teacher used great and very effective classroom management. She made all of the students sit correctly.

The environment in the classrooms was medium large (design like a small apartment without bathroom); divide into 4 rooms, which it includes wooden and workstation desks along with wheeled chairs; including one small office for staff, and two small workstation desk for teachers. The classroom contains six white Melamine Dry Erase Board. In the backroom,

She has also caused the students to discuss information/the lesson amongst each other. Before her appearance, the students haphazardly read and learned lessons, mostly loathing the information retained. But yet, Ms. Ferenczi manages to teach them in a way that makes them discuss amongst themselves. Such an example is when the text reads, “At recess the class was out on the playground, but no one was playing. We were all standing in small groups, talking about Miss Ferenczi.”

With a happy smile and a warm greeting, Mr Bridgeman my mentor teacher welcomes every student and parent’s to his year 3 graders classroom at the start of the day. His students know what the daily routine is and what is expected of them when they get to class. Mr Bridgeman would always be strategic and engage in one-to-one interactions with children, families and all other teachers within the school and community. He would get down on the children’s level and communicate face-to-face with them; this created a positive and trusting relationship between Mr Bridgeman and the students. During the day the students were engaged in exploratory tasks/activities and were asked a range of questions throughout the lesson, when the children answered

She pointing at the book title and started to read, she uses tempo and volume. She would use deep voices and make sound when the caterpillar ate. Every time she finishes each page she would pass it to each infant. The infant that pointed at each fruit or food the teacher repeated the name of the fruit. It took about 4 to 6 minutes then some infants started to be distracted with the door or started to walk away.

While watching the video I noticed that she used strategic pairing, she carefully analyzed her students and paired them with students that complement each other. These pairs allowed the teacher to circulate the room to talk to different students and to offer more assistance to the children who needed it. Through the lesson the teacher was informally

The teacher reacts with the children to keep them interested and moving. Some of the time the children just likes to sit in the teacher 's lap and not get involved with the other children. One day, Mrs. Lauren sat on the rug during sensory play and two of the children wanted to sit in her lap while the other children wanted to play. Sometimes the children seem to get out of control. Mrs. Lauren always makes sure that she handles the children with love and care.

Teachers were aware of each child’s developmental level and adjusted their environment to accommodate to their needs. Teachers would sit on the ground with the children to assist or encourage age appropriate

(pg.54) In Waldorf schools, teachers follow the children from grade 1, all the way through to grade 8. One of the reasons behind this is helping to encourage feelings of trust and security associated with forming a long-term relationship. In forming this long-term relationship between student and teacher takes into appreciation, the needs of the individual child. A Waldorf teacher possesses a better understanding of a child’s learning styles, abilities, interests and strong communication with the child’s family (Chen, 2012, para.6).

Ms. Laura also encourages these choices by letting the students pick some of the centers in the morning, she will usually have 2-3 set centers and then give a child or two the option of picking a center. The room arrangement supports children, because she has quiet activities next to quiet activities, so if a child is trying to read a book they don’t have blocks in the same area. She also made sure to be aware of different family’s cultures, by labeling items in different languages and making sure when you look around the room there

I felt that the children were very well behaved than most children. It was a bit shocking. All of them were extremely respectful of their teacher. I am excited to continue observing this class the next couple weeks. Being in an actual classroom makes me super excited for my

It was one great hall divided by five feet blackboards on wheels that would squeak at the slightest touch. The long, three feet high, wooden, hollowed out desks needed sanding down to smooth out the rough surface, and it could hold up to three students. We sat in alphabetical order - I sat in the middle of the room - and no one dares ask to be relocated because it was not permitted. The teacher started by calling roll, and after naming thirty-three children, she set the agenda for the day. First, we would focus on Agriculture, then Arithmetic, followed by our first recess, and when we got back from recess, she promised us a field trip.