Cultural Observation

Ms. K's 3rd Grade ClassroomThe observations took place in a third grade classroom in the Roosevelt Elementary School District. The observation took place from 10:45 a.m. to 11:20 a.m. This is considered a learning environment because it is a traditional classroom. The children were learning about repeated addition in math during the lesson of observation. The children also learn reading, writing, social studies, and science in this classroom. I also consider this to be a learning environment because the children have the opportunity to interact with one another. They learn valuable social and interaction skills in a class of 27 students.

Ms. K's classroom culture is grounded in structure, support, and choice.

Evidence: ChoiceWhile the math lesson was being taught by the student teacher, one student was not engaged. He was roaming around the classroom and playing with objects such as books. Rather than get upset with the student or attempt to force his participation in the lesson, the teacher simply gave him some worksheets. She did not loose her temper with the child when he still refused to complete the worksheets. This indicates that student choice is important in this setting. While it is ideal that all children pariticpate in the lesson, it is ultimatley to be left up to the student.

Evidence: StructureThe teacher effectivley communicates to the students through verbal and physical cues. During the math lesson, she used verbal cues such as "one" and "pencils asleep" to redirect student attention. The students responded chorally with either "stand up" or "all done" and were watching the teacher afterwards. The teacher also used claps to direct student attention. She clapped twice and the eyes of the children feel upon her. The explemifies the component of structure in Ms. K's classroom. The children know what is expected of them.

Evidence: SupportThroughout the math instruction, Ms. K spent time assisting struggling students. She sat with a small group and helped them while the student teacher taught about repeated addition. She kept a student from distraction by only providing him with a dry erase marker when necessary. She supported the two students using their whiteboards at the desk cluster during the problem solving process. Support is strong in this culture and is provided by the teachers to ensure student success.

Evidence: Hidden CurriculumThe teacher did assist a young boy who was nearly falling asleep. Although the child was rather innatentive, the teacher saw that his energy levels were low and felt he desereved some assistance. The teacher realized it was possible that outside issues may have been influencing her student's performance and intervened because she saw fit.

Evidence: Hidden CurriculumThe teacher merely attempted to correct the boy with the book's behavior once. She did not get angry at him for refusing participation. She made it clear that she is unwilling to help someone that is unwilling to help him or herself.

The hidden curriculum that can be found in this classroom relates back to the idea of culture of student choice. There is an unspoken message the teacher sends by not invtervening with the unruly child who refuses to participate in the math lesson. The message sent is that the teacher will not help you if you do not help yourself first. This relates to idea of education as a two-way street.

Evidence: Hidden CurriculumThe teacher did not attempt to elicit a response from the whole class when she announced "pencils asleep." Roughly 50% of the students responded with "all done!" This shows that the teacher will not have consequences for a lack of attentiveness or involvment. She will simply continue her lesson whether or not certain children are paying attention. The children need to show the teacher as much attention as she shows them.

Ms. K's 3rd Grade Class