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After viewing the classes intense bingo game, the students journeyed to the library for their daily reading time. Again Mrs. Bindus practiced the progressivism ways of teaching by giving her students the option of choosing their own book. The students seemed to be engulfed in their chosen books as our observation time came to an end. Much was learned during the observation period about being a successful teacher with the aid of technology. The third wave technology in the classroom along with the progressivism teaching style of Mrs. Bindus aided in the student’s ability to excel in the classroom. It is my dream to one day have a successful class similar to Mrs. Bindus’ third/fourth grade gifted language arts class.

When the children returned from recess some of them returned to their seats and began to work on projects, while others crowded around the computers to view the new additions to their web site. The children looked excited and eager to learn. It was obvious from the beginning of the observation that Mrs. Bindus practices progressivism (Clark, 2000). Her students were given the free will to do as they pleased when first entering the classroom. By letting her students explore the contents of the class web page, they were learning through discovery and working together in communities around the computers. It was also evident when she started class with a vote that she practices the progressivism theory of education (Clark, 2000). She asked the children if they wanted to go to the library first or start class with a game of vocabulary bingo. The excited students choose bingo, took their seats, and gave their full attention to Mrs. Bindus.

Criterion’s new deal comes at the one-year anniversary of our series, “Observations on Film Art.” Kristin, Jeff Smith, and I have posted twelve installments, with more in the works. You can access them , if you’re a FilmStruck subscriber. Several of these are developed further in blog entries; just go to .

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On Monday February 24, 2000 I visited Mrs. Bindus’ third and fourth grade split class at Tappen Elementary. Her classroom consisted of a mixture of third and fourth grade students who were tested and labeled as gifted in various subject matters. Mrs. Bindus was responsible for teaching the children language and reading skills. The class consisted of an equal number of boys and girls, along with a wide variety of cultures. According to my observation, Cushner, McClelland, and Safford (2000) were correct when they stated, "Schools, in particular, are cultural crossroads in a society where distinct but overlapping student, teacher, and school cultures intersect"(93). There were many different religious beliefs, family backgrounds, nationalities, races, social classes, and personalities represented in the class. All of the sources of cultural identity expressed in Human Diversity in Education was represented in Mrs. Bindus’s class (Cushner, McClelland, Safford, 2000).

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