Sample Insights for FS from a Classroom Observation

For our Field Study course, we observed a class for Teaching-Learning Observations and Student Learning Behavior Observation. Below is a summary and brief insights of what I observed

The teaching-learning observation allowed me to analyze the strategies, materials, and approaches the teacher used to engage students actively and assess their understanding. Here are some key aspects observed:

Lesson Introduction
The teacher established the lesson’s focus right from the beginning, setting clear learning objectives immediately after students settled in. This approach allowed students to understand what they would achieve by the end of the session, grounding their attention on the topic from the outset.

Lesson Development/Lesson Proper
Students were organized into self-selected groups, with each member assigned specific roles, such as manager, analyst, and recorder. Using a guided inquiry approach, the teacher encouraged the groups to tackle scenarios that aligned with the research process. The emphasis on collaboration and discussion not only promoted critical thinking but also gave students autonomy in exploring the topic. The teacher acted as a facilitator, prompting students with reflective questions and supporting them in constructing knowledge rather than simply delivering it.

Culminating/Closure
The session concluded with the teacher posing reflective questions, allowing students to process and connect what they learned. Feedback was provided, and instructions for the next lesson were shared, with additional resources uploaded to Google Drive for extended learning. This seamless transition into the next lesson helped students understand their learning path and encouraged independent study.

Teaching Approach and Methods
The teacher implemented a guided inquiry approach rooted in constructivist principles. By facilitating rather than directing, the teacher created a learning environment where students were encouraged to take ownership of their learning and engage deeply with the material.

Instructional Materials and Technology
The teacher utilized various materials to support learning, including printed handouts, pseudo-whiteboards for group presentations, a visible timer on a television to keep activities on track, and Google Drive to share digital resources. These materials effectively supported both individual and collaborative tasks, enhancing engagement.

Assessment of Learning Objectives
To assess students’ attainment of objectives, the teacher employed both informal and formal methods. Group discussions and whiteboard presentations allowed for immediate feedback and validation. Reflective questions at the end served as a self-assessment tool, guiding students toward deeper thinking.

During this session, I observed a female student, aged 15, who exhibited distinct characteristics and behaviors that contributed to her group’s dynamic and learning environment.

Competence/Academic Motivation
This student displayed high confidence in class discussions, often volunteering to answer questions and lead group conversations. Her eagerness to tackle challenges and her initiative in encouraging peers to explore new ideas exemplify her active engagement.

Attitude Toward Learning
Rather than aiming to please the teacher, her motivation seemed primarily peer-driven. When tasks were challenging, she wasn’t afraid to seek help, though she preferred working collaboratively with her group to solve problems first.

Attention and Persistence
She remained attentive and focused, particularly when leading her group. Her concentration only waned when tasks became too routine or repetitive, at which point minor distractions appeared. Nevertheless, she was generally resilient, staying on task and ensuring her group met their goals.

Strategy and Flexibility
Adaptable and open to task modifications, she encouraged her group to adjust as necessary without frustration. Her approach to completing tasks was thoughtful and in line with the teacher’s instructions, reflecting her cooperative spirit and flexibility.

Classroom Engagement
Her enthusiasm was especially evident during challenging activities that required critical thinking and creativity. As a natural leader, she organized her group’s efforts, assigned roles, and contributed meaningful insights, ensuring productive collaboration.

During my Field Study observation, I noted several key aspects of student learning behaviors and classroom management that greatly informed my approach to managing diverse student needs. The observed student stood out with her strong leadership skills and enthusiasm for challenging tasks. She was communicative and actively engaged, particularly when tasks required higher-order thinking. However, her focus tended to wane during repetitive or simpler tasks. For students with similar traits, I would recommend strategies to maintain engagement during all activities, such as setting personal goals that encourage consistent effort, even when tasks are less stimulating.

Classroom management presents its challenges, particularly in maintaining engagement during routine tasks. This is an ongoing challenge for me, as I strive to keep students involved even when activities may seem less interactive. To address this, I incorporate a variety of tasks that alternate between teacher-led instruction and student-driven learning. By providing students with choices and creating opportunities for them to take initiative, I aim to sustain their attention and foster a collaborative atmosphere.

To maintain classroom control, I frequently rely on active participation strategies and structured activities. Visible timers and clearly outlined tasks are essential tools in my classroom, helping students stay on track and reducing off-task behavior. This approach also encourages self-responsibility, allowing students to take ownership of their learning experience. Reflecting on my classroom management style, I believe my strength lies in balancing structure with flexibility. I set clear boundaries and expectations but avoid micromanaging, trusting students to navigate their learning within a supportive framework.

For new teachers stepping into the classroom, my advice would be to establish routines early while remaining adaptable. Setting a foundation of mutual respect and responsibility is crucial, as is finding a balance between authority and collaboration. Patience and reflection go a long way, as each class will require adjustments to find what best suits its unique dynamic.

This observation emphasized the importance of guided inquiry and group roles in engaging students effectively. Students became more invested in the task, making learning both collaborative and goal-oriented. The experience reinforced my understanding that classroom management is not a one-size-fits-all approach—it evolves based on the learning environment and the unique needs of students, further emphasizing the dynamic nature of teaching.