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Classroom Observation
What school did you choose for your observation? Why? Which classroom(s) did you observe?
I chose Gulf Elementary School in Cape Coral because I have children that attend there and I have volunteered there for
the past 11 years so my background check is already on file and I have a great relationship with both the teachers and administration.
I observed Mrs. Pamela Brown’s Profoundly Disabled classroom for many reasons: I plan to teach in a profoundly disabled
class, I have a good relationship with and a deep respect for Mrs. Brown and her aids, I have volunteered extensively in this
classroom and so am already familiar with many of the students and practices and Mrs. Brown is considered by many in the district
to be “the best”, she is definitely the type of teacher I would like to be.
Describe what you did on your visit.
I understand that the purpose of the visit was to observe and Mrs. Brown certainly gave me permission to just observe,
but I found that impossible. I assisted in getting the children off of the buses, helped to feed breakfast, helped with morning
circle time, attended an informational meeting with Mrs. Brown about Quizdom since the school will be getting this new technology
next year, brainstormed together the many different uses for Quizdom in the profoundly disabled classroom, painted, (sensory
issues worked on), helped to evaluate Leslie to see how she had progressed this year in terms of her IEP, spoke with Mrs.
Brown about challenges facing teachers of the profound and much more. It was, of course, wonderful and I learned a lot by
taking a different look at the classroom activities, moving from looking at them through the eyes of a volunteer to the eyes
of a prospective teacher. I also attended speech therapy with Jen, Amber and Andrea and had a chance to talk to the speech
therapist, Kathy Kiel, about different methods and purposes she employs. In addition, I laughed a lot, played a lot, loved
a lot and learned a lot.
How Would You Describe The Climate Of This School? Give
Specific Examples To Back Up Your Opinion:
The climate of the school is welcoming and cheerful. The exceptional education classrooms are located in the Primary
Learning Center with the kindergarten through 2nd grade classes. As the children enter the school they pass the secretaries
desks and, at least one secretary welcomes the children to school each day, most by name. As soon as you get past the secretaries
desks you are met by 2 teachers who sing a welcome song to students as they enter. The walls are covered by the artwork of
students as well as pictures of the students. In the special education hallway, as in all of the hallways, student artwork
decorates the walls. Each class prominently displays their artwork, regardless of the ability level of the students within.
Volunteers and visitors must sign in at the secretary’s desk and wear a sticker on their outermost garment. If
they fail to do so any member of the staff that sees them will stop them and redirect them to the office, no matter how well
known at the school they are. This is for security reasons of course. The Primary Learning Center is brightly colored and
well lit, adding to the cheerful setting already set in play by the demeanor of the staff.
What Were The Students Doing That You Observed?
As mentioned above, I observed a lot. I would like to focus on one arts and crafts lesson. One of the great parts of
educating profound students is the teacher’s freedom to be creative in the way that she introduces concepts and
meets objectives. Many of the students have sensory issues, (sensory integration disorder). A couple of the students are
working on verbal communication. A couple of the students are working on non-verbal communication. Coordination, fine motor
skills, all of these issues and more were addressed in one art project. The classroom has a long table for the children’s
wheelchairs to pull up to. Mrs. Brown has 3 assistants. Each assistant and Mrs. Brown worked with 2 children. I was allowed
to help Leslie. Each child was given a large sheet of paper. Paints and sponge brushes were set on the table. The children
that were working on communication were given choices about which colors to use first, limiting their choices to 2. Children
working on non-verbal communication were allowed to point at the color of their choice. Children working on verbal communication
had to name their color choice, (the colors were named by the assistants first, and the child had to repeat the name of their
choice color). When this was accomplished their assistant helped them to hold the sponge paint brush and paint a large sheet
of bubble wrap. Each child was then helped to hold the slimy, crinkly bubble wrap and press it to the paper to create a design.
Jerry, who does not communicate and who has severe sensory issues, really struggled with this part; Mrs. Brown worked with
him. Then the students were given a second color choice. This was painted on top of the previous color on the bubble wrap
and the process was repeated. The sparkles and jewels and foam sea shapes, (fish, coral, shells), were offered next. Children
chose the color of the sparkles and jewels to place at the bottom of their sea picture. In order to place them there their
hand inevitably touched the wet paint, which is difficult for those with sensory issues. The students sprinkled, (fine motor
skills), glitter on their still wet pictures. The children chose the types of foam shapes to use as well as where to place
them, (communication, sensory, coordination). Though it seems as if this would be a simple undertaking it was not. Finally
each of the children’s masterpieces were left to dry. The Rainbow Fish was read to the students, (they were doing
a marine life unit), by Mrs. Brown using different voices for the different characters.
What Could You Say About The Teacher’s Expectations For
The Students' Behavior And Academic Achievement. Give
Specific Examples To Support Your Opinions.
Mrs. Brown expects her students to behave and stay on task. While Katie was at the Smartboard during attendance she
began “stimming”, rocking back and forth and not paying attention to the task at hand. Mrs. Brown stopped
her once and, when she started again, placed Katie back in her seat, her turn was over. Also, on one day Sean was learning
to use a motorized wheelchair with head controls since he cannot use his hands. This was Sean’s first experience
being able to move himself, (it was very exciting), and he kept rushing ahead. When Sean stopped responding to Mrs. Brown’s
directions in the hall she brought him back to the classroom and placed him in a seat. She explained that he had to listen
and follow directions or he could not use the chair because he would get hurt. He was then done using the chair for the morning.
Later Sean was returned to the chair, followed directions beautifully, and was allowed to take the chair outside to the P.E.
fields where he and Leslie, another child learning to use a motorized chair, were given balls to play with and allowed to
follow the obstacle course set up for the current P.E. class. Mrs. Brown sets the bar high for her students, gets to know
each one’s individual aptitude, and then encourages them to reach ever higher.
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