HS Class Observation Report Essay Example | Topics and Well Written Essays - 750 words

HS Class Observation Report - Essay ExampleAs a function of this observation, this analysis report will focus specifically on the convey by which the educator interacted with the classroom in order to topic shareholder engagement and buy in within the process of education and the transfer of key points of information. The first thing that this bookman noticed with respect to the means by which the educator attempted to convey the information to the class was the degree of interaction that the educator created with the assimilators. Although many theories of student participation contend that the means by which the educator attempts to convey a sense of interaction and inclusion into the learning process directly affects the engagement with which the students/shareholders will engage upon such a topic, the position of the matter is that the correct application of such a practice is oftentimes difficult to achieve. The educator in question did so in a room that both encouraged cla ssroom participation while at the same time scating to keep a level of order and control. Oftentimes, as has been mention by educators, seeking to engage the class on a topic can quickly break down in a type of hue and cry of competing voices. However, due to a structured environment, the class was able to engage on the topics that the educator presented without losing focus upon the purpose of the structures that defined the interaction. This leads conveniently into the second observation that this student made while visiting the classroom in question. Due to the fact that such a high level of structure existed, it went almost unnoticed (LoCasale-Crouch et al 2012). However, had it not been for the tacit acceptance of such a structure by the shareholders in question, the engagement that the educator was able to achieve would never have been an option. Moreover, whereas this student could easily observe the level of interaction and integration between the educator and the student s within the classroom, the structure that existed once class began was a construct that obviously had existed for a long period of time and had been formed from a point in time that the commentator was not present. With respect to how the students were able to be engaged and motivated, this observer noted that although there was no threat of a negative consequence through non-involvement/engagement with the material that the instructor was presenting, there was a apprised mention, near the beginning of the course section, that reminded the students that careful attention to the discussion that was about to ensue would help them greatly with respect to understanding the requirements of upcoming course work and exams (OLeary 2011). In this way, rather than providing a summarily positive or negative incentive to engage with the exercise, the instructor was able to motivate the students to take grasp of the chance that was being provided to them and engage with the material so that they could be more responsible for affecting the development of the educational process and as a function of this, perfume a positive change on their overall grade in the course. Due this experience, this observer was able to make note of key ways in which the educator and the students interacted, the means through which the educator was able to shape the discussion, and the level of inte