Analysis Of The Anecdotal Observation

Matthews reported that there had been several incidents when she had confronted Bobby about following rules in class and when she pushed the issue he would throw tantrums. During these tantrums, Bobby would push everything off of his desk or he would purposely knock over all of the chairs in his path on the way to ‘time out.’

I walked into the classroom and started setting down chairs and wiping down tables. Ms. Justine was getting excited pulling out the children’s shirt that they had tie died the day before. Ms. Alyssa liked the shirts. Lucy F. came in first and Ms. Justine said “Lucy F. what do you think should I give you your shirts now or later today?” Lucy F. said “I think you should give them now.” Ms. Justine gave Lucy F. and Lucy F.’s mother their shirts as they held them up and looked at them. Lucy F. said “It’s so pretty.” Chase came in and asked to see his shirt and then Manaf, Lucy B., and Assel all came in and asked to see their shirts. Mr. Scott went out and got the rest of the class including Lucas, Jason, Ryker, and Jacob. I asked Lucas what he had

“Class, this is our new student, Amanda Laine.” the girl’s new teacher, whose name she learned is Ms. Rybin, says to the class. She tells the green-eyed girl where to sit, so she sits. Amanda didn’t talk much the rest of the day.

However, the class environment is much different which causes Charlotte to change the way that she views her extravagant teacher. The new classroom could be described to have an environment that was based upon hostility and disdain. Miss Hancock is the new target of mockery, she is given no respect. Charlotte begins to take part in the antics of her new class. Miss Hancock raises her arms and a boy yells “‘let us pray’”. (5) Laughter exploded within the room and Charlotte joined as she “snickered fiercely” (5) behind her duo tang folder. The pressure of the entire class laughing has an impact on Charlotte that causes her to disrespect Miss Hancock by joining in. The new environment is beginning to cause Charlotte to change the way that she had initially treated Miss Hancock. Furthermore, the new student-created environment causes Charlotte to fear speaking to Miss Hancock publicly. As a result of this, Charlotte arranges to speak to Miss Hancock after class as she “wanted to be sure that [the conversation] would not be witnessed.” (5) The new environment has pressured Charlotte into avoiding contact with Miss Hancock as she likely wants to avoid being also mocked by her classmates. The class has changed Charlotte’s character by indirectly causing her to fear interacting with Miss

They are all nervous, some more than others. But, they all calm down after meeting their new teacher, Mr. Terupt. He's smart, kind, and knows how to handle them all. Shortly, they become very comfortable around him. One day, the class becomes excited because Mr. Terupt attaches the last link that reaches to the floor. This means they will get a “free day” because of their hard work and good behavior! The class decides to go outside to play in the snow on their free day. It's all fun and games until a prank turns into a freak accident. As Mr. Terupt lays in a coma, the classmates wait patiently because “...patience makes the world go round…,” as said by

Jenkins right in the eye and said “ Ms. Jenkins I promise I really do have to use the bathroom! I might ppe my pants.” She didn’t believe him. Carl desperately wanted to go to the bathroom but was told to take a seat next to Jenny. After that the class fell silent. Foul smelling liquid dripped down Carl’s leg and then everyone heard something dripping so they turned around to Carl and saw him with soaking wet pants. Everyone laughed at him. Carl ran out of the classroom and started crying because he humiliated himself. The teacher came out in the hall and said how sorry she was that she didn’t let him go but how Carl abused his

So they decide to go to class without a pass and try to get in the class. When they were in the hallway the lights began to go off and on. They were confused Mr.Jessup began to walk in the hallway while it was happening. Alex then ask “what's happening to the light”. He responds by saying “nothing is happening stop wasting my time”. He then starts to walk off to his office.

WILLIAM stood at the back of the cider mill and stared over the makeshift classroom. Mary and Reverend Flowers stood at the front of the classroom. Forty students ranging from 5-years-old up to 18-years-old sat at tables arranged by grade level. Mary taught a lesson on long division to a group of 7-year-olds while Reverend Flowers monitored the rest of the students as they worked independently at their desks. Reverend Flowers walked to an 11-year-old boy in the second row who was doodling in the margins of a notebook instead of focusing on his reading assignment. Reverend Flowers grabbed the boy by his ear and yanked him out of his seat.

A new principal was hired at Kristina's elementary school, he was also her 4th grade teacher. He respected Kristina's opinion and listened to her pitch,

Adam was observed during his 5th-period algebra class on four different occasions. On October 22nd and October 26th, he was observed for 90 minutes. October 28th, Adam was also supposed to be observed for the entire 90-minute class, but the observation was cut short after he was sent to the office due to his behavior. The final observation was conducted on October 30th, for 75 minutes. Notes were taken detailing the classroom routine and Adam 's behavior (See Appendix B). The direct observations confirmed many of the behaviors described in the indirect assessment. At different points, Adam was out of his seat, left the classroom, refused to do his work, and used his phone at inappropriate times, but as noted by Mr. Brown in the indirect assessment, it was Adam 's verbal call outs that dominated the classroom climate during main group instruction. Even with the shortened days, Adam averaged almost 11 verbal call outs during the 40-50 minute main lessons. The indirect assessment gave the impression that the verbal call outs dissipated during the independent practice routine, giving way to more insubordinate behavior like a refusal to complete work. However, during the direct assessment, the verbal call outs spanned multiple routines, with Adam averaging 6 verbal call outs during independent practice.

PART 2: Moreover, the environment I observed Torrian in is a special education classroom at Larsen Middle school during 7th and 8th

Math posters hung upon the wall. The desks were faced toward a dark green chalkboard. All of the girls were sitting more towards the front on the other side of the classroom. I didn’t bother to sit with them though. A ridiculous part of my mind had the idea that they wouldn’t appreciate me sitting with them. Plus, I preferred the back of the classroom anyway. As you can see, I was an antisocial turtle who didn’t want to come out of her shell. The teacher, Ms. Garrity, began calling off attendance. I quietly said “here” when my name was called. She looked at me for a moment, and I thought that I might have spoken so softly that she didn’t hear me. Then, she asked “Nancy, would you like to sit here for today? The back row is pretty empty.” She gestured toward a desk in front of the group of

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, “I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else?” Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity.

INT. SUPERVISORS OFFICE - SUPERMARKET - AFTERNOON Justin sits in a scant, chalky office. Across from him rests the supermarket supervisor, JOSEPH. JUSTIN -

Mobs of students are up from the most busy exits and entrances of the school. Some managed to escape the flock to study on school grounds, some failed and were carried away by the stampede. Others were trampled, kicked, or in fact, were the stampede. However, Marco remained in the Science classroom handing in his lab report to his science teacher. Whispers and giggles came from the back of the room as the mention of his name provoked his ears. Instead of turning towards them, he ignored them and left the clique of girls that laughed the seconds.