Anda di halaman 1dari 4

School Analysis Paper

A school day at elementary school should be a fun and engaging day. A day full of
learning, recess, arts and crafts, and other activities that keep students attention and engage them
in what is being taught. Most of the time, the things being taught at an elementary school is a
foundation to a childs future learning. After visiting and observing Mrs. Bs 2nd grade classroom
at ACES, I became more aware of the role as a teacher and about students in a classroom in an
elementary school.
Immediately walking into the classroom clear observations were made. First off the
classroom was full of energy; but what else would you expect from a bunch of 2nd graders.
Everyone was excited to be there and learning. It was evident walking into the school that this
entire place is a fun, safe, Christ-focused, and an environment that encourages learning and cares
for each student. Mrs. B did show passion for teaching by enthusiastic teaching and showing care
for each student. However, the diversity in the classroom was non-existence. Out of all 19
children in that classroom, all were white, even the teacher. There were no other races present.
When peeking into other classrooms they looked just like the classroom I was observing. Also,
because it is a Christian private school, I am guessing many are some form of Christianity and all
come from families of similar income. I think if the school was more diverse it would let the
students see difference and be exposed to more than just everyone that is the same. It may expose
the students to other problems and not be surrounded by the same people with the similar
scenarios as they have. However, there were no problems with inclusion. Every student was
involved and treated in the same way. The teacher always called on a different student and made
sure everyone in involved. Even watching the students interact with one another, no one was ever
left out. This is great for the school, but I would be curious to see if there was more diversity
amongst the students, would it still be this way.

The teacher, Mrs. B, was an excellent teacher in my opinion. All desks were facing
forward, but I am guessing it was this way due to the fact that keeping the attention of a second
grader is difficult. She would stand up at the front of the room, but never lectured. Mrs. B guided
the discussion in an indirect teaching style and used the meta-cognitive approach. I observed a
spelling lesson and sentence structure lesson. She would ask questions to the students but let the
students answer the questions. She listen to students answers and even if wrong would correct
and keep asking until the students got it. Otherwise, she would more rhetorically ask the correct
answer and help the students out, but they are the ones who answered. Basically, she presented
the information needed to be taught and the students interpreted it the way the wanted it. The
student-teacher role reminding me of a mother child relationship. Mrs. B was a caring, loving,
compassionate, yet slightly strict and demanding (Van Dyk 6). She kept the classroom in control
and kept the students focused, but still made it fun and kept the students yearning to learn. There
was an excellent relationship between teacher and student and I think that is what made the
classroom such a fun and smooth-running place.
When it came to the spelling lesson and writing practice, the things the teacher did were
very effective strategies. Mrs. Ba did use various strategies during the lesson and other parts of
the classroom to keep the students focused and make sure all students were grasping the lesson
being taught. She had group work to build teamwork and social skills, peer editing, and
encouraged group work. Hands-on activities and guided learning with writing things on the
board kept the students engaged and allowed a balance of creativity and structure (Van Dyk 11).
Individual work was also done in the same lesson in a way to assess the students. Mrs. B used
formative assessment through the workbook and worksheet she had the students do on the lesson
that let her see their results and if they understand her teaching and if they got the concept. Also,
students were challenged and lead parts of the discussion by asking questions showing that they

were using assessment as learning where students were challenged to see where their learning
took them. Also, having to use previous knowledge it helped them complete the assignment.
To give the kids a break as they moved from spelling to crafts, Mrs. B sang a song with
them that helped the students remember their grammar rules. It was fun for the students and
taught them at the same time. It let the brains become unfocused for some time, because their
attention was slowly being lost at times. But, the teacher knew how to get their attention right
back. Mrs. B taught excellent and engaging curriculum that helped the student go future with
their studies they have already been practicing.
Overall, after observing Mrs. Bs 2nd Grade Classroom at ACES, I was very impressed by
what was going on in the classroom. The diversity was lacking, but the teaching styles and
strategies and student participation was beyond my expectations. The fact that various strategies
were being used and engaging the students so well has made it an inspiration to teach like her
one day. The fact she made the environment so fun to be in, but had total control and respect is
one day I hope what my classroom looks like. This observation has opened up my eyes to what I
hope to be as a teacher one day.

Bibliography

Van Dyk, John. "Ch. 6: Discovering your metaphor: What is your teaching style?" The craft of
Christian teaching: A classroom journey. Sioux Center, IA: Dordt P, 2000. 69-81.

Van Dyk, John. "Ch. 11: What is this thing called "teaching strategy"? A closer look at the how
of teaching." The craft of Christian teaching: A classroom journey. Sioux Center, IA: Dordt P,
2000. 142-54.