Third Grade Classroom Observation and Analysis

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Recommended: Discuss the educational implications of constructivist theory a critique of its use in the classroom

Classroom Environment

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry versus inferiority. However, there were some students still transitioning from the initiative versus guilt stage that is more common with four to five year olds. The students that seem to be in limbo between the two stages lack a support structure at home regardless if there is a stay at home parent. It should also be noted, due to reduced access to resources, students with low socioeconomic status (SES) are more likely to struggle with delayed psychosocial development (Bradley & Corwyn, 2002). The teacher and assistants who visit the classroom are working to have the students not feel guilty when they attempt to do their own work. With the consistency in the classroom, most of the students who are still in between stages have made remarkable progress toward industry. While all theoretical perspectives were observed, closer attention was focused on constructivism, theories of intelligence, behaviorism, and cognitive development.

Theoretical Perspectives

Constructivism

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...mber 21, 2013, from http://loven3rdgrade.blogspot.com/2013/05/multiplicaton-hopscotch.html

Paciotti, K. D. (2010). Caring Behavior Management: The Spirit Makes the Difference. Delta Kappa Gamma Bulletin, 76(4), 12-17.

Simon, J. B., & Childers, H. (2006). Principals' Perceptions of School Recess: Sources of Information, Benefits, and Drawbacks. Research In The Schools, 13(2), 37-46.

Sitwe, M. B. (2010, October 29). Mkandawire Benson Sitwe (2010). How theories of learning influence curriculum specialists during the development Stages of the curriculum | sitwe. sitwe. Retrieved November 19, 2013, from http://sitwe.wordpress.com/2010/10/29/mkandawire-benson-sitwe-2010-how-theories-of-learning-influence-curriculum-specialists-during-the-development-stages-of-the-curriculum/

Snowman, J., & McCown, R. R. (2012). Psychology applied to teaching. Belmont CA.: Wadsworth.

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