James I. Dawson Elementary Classroom Observation

Several classrooms were observed the James I. Dawson Elementary School in Huntsville, Alabama. This Title I school has approximately 476 students from kindergarten to sixth grade (HCS, 2015). Observation time was divided between three days. One school day was spent with a first grade class, one day in the fifth and six grade rooms, and finally, the third day was spent in with the six grade during a school wide celebration with other classes. Three, full seven and a half hours were spend in various classrooms with many different activities observed. Due to the timing of school schedules and standardized testing, lesson observation notes are primarily focused on the first grade class.
The first observations were with the fifth and sixth grade

One by one they were called to have a one-on one homework review with their teacher. As student finished their breakfast, they were directed to start the next task of delineated handwriting practice. All student were engaged in a task while informal assessment and goal setting occurred with each student. As was noted throughout Ms. Herefords class, instruction was explicit and directions were clear and intentional. However, there was differentiation for each student, ELL or otherwise. Objective were direct and specific. Due to the age group and the language objectives for ELL, the instruction was very similar to the SIOP models. The instructor was direct and concise for the delivery of learning objectives. All objective were stated verbally and restated with text, visual aids, prompts, and other media. Student were well aware of the language and content

When possible, accommodation and differentiation were used. In classrooms with on adult to 20 or more individuals, there is not much time for one to on coaching for each student. During the case of standardized testing, modifying any test or giving any advantage to a student is against state regulations. During formal assessment, it was not appropriate to adjust for language learners. Individual care is not always an option. Ms. Hereford made a great effort to talk to each student at least once per day. However, she discouraged peer discussion due to behavioral regulation preferences. Finally, in the case of end of the year celebrations, it is more appropriate to let students have free choice and socialization as a reward for positive behavior. The students worked hard to achieve their current academic status. Using a reward for a job well done is a powerful message to learners of all