Classroom observation experience



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Classroom observation experience


Classroom observation experience


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Classroom observation experience

During my classroom observation experience, I watched the teacher’s organization of the classroom, how information and instruction were clarified, how the classroom was commanded, the interaction with the students and the participation during learning. The teacher had good skills and effective technique to maintain students’ participation which demonstrated she was a good instructor. The teacher displayed a good understanding of the material she was using to instruct the students. She discussed the topic in-depth with the students and gave examples explaining the meaning and use of new vocabulary. The material chosen for the class was related to the syllabus.

The educator had organized her material well before and during the class. The strategy was time-saving and efficient during the lesson since she could easily locate the material she needed. Before she began the lesson, she provided an overview of what the students were going to learn and her expectations of the students at the end of the lesson. Besides that, the instructor presented the material clearly and eligibly to the students. Not only did students understand the content, but they also asked questions frequently. The instruction delivered by the teacher demonstrated it was guided by the explicit curriculum.

An explicit curriculum is a program of study consciously designed to help teachers deliver instruction to learners. Modules are created to guide educators through graphic organizers and materials such as textbooks. The classroom had an explicit curriculum since the teacher developed and delivered the lesson plan according to the school policies. The teacher used a textbook to guide students during the class. She frequently asked them to refer to examples illustrated in the textbook and answer questions in the textbook.


There are diverse external forces that influence classroom activities, the material chosen for instruction and the behaviour of the teacher towards the students. The philosophy dictates that it is essential for learning systems to have goals and objectives. Instructors and school boards are therefore required to formulate objectives of their curriculums and ways to accomplish the objectives. Philosophy also influences the course of the study. It dictates what subject will be included in the curriculum. The subjects taught in class are influenced largely by philosophy and the objectives of education (Renner, 2019). The judgement required for the selection of textbooks is provided by philosophy. The material used in the classroom is a result of philosophical influence on the principles of the educators.

Historical influences have also played a key role in the classroom activity. The history of education for instance still influences the delivery of instruction. Key historical events led to the development of educational practices. During earlier times, education was conveyed through entertainment and educators were mostly artists. The writing was not a key aspect of education. Once cultures integrated writing as a form of memorization, it became necessary to develop other methods to create a relationship between the student and the teacher (Renner, 2019). Activities such as discussions and assignments were later developed. These continue to be implemented and observed in classes today.

Societal beliefs, values and routines influence the delivery of instruction in the classroom. Societal beliefs have been accepted as true by individuals in society and should therefore be adhered to. Instructors should ensure they stick to the set of values and beliefs laid out by society. This translates into what text they choose for the students and how they expound on content in the classroom (Renner, 2019). Routines are the ways things are done in a community. Instructors must socialize the students during learning so they can conform to these routines.

The role of the teacher in the classroom is to inspire and educate the learners through the curriculum. Motivating the young generation of learners brings change to the world since they are inspired to make societal wrongs rights. The teacher also encouraged students to participate and to be passionate about their goals and the curriculum. They act as mentors and caregivers to young learners (The role of teachers in education, 2019). They encourage their students to approach them with any problem by cultivating trust.

Decision making within the education system is determined by systemic forces. There are key players in society and politics who make decisions that affect teaching. Education legislation for instance is passed through the influence of politicians. A vote or survey can be taken to involve the general public in decision making. Economic factors influence teaching for example when there are inadequate resources to fund teaching activities or pay teachers’ salaries. Cultural factors influence the strategy of delivering instruction (Zaveri, 2017). Different cultures have different values and the teacher should be mindful of the language they use or the examples they give in the classroom.

Engaging students leads to a captivating classroom. Teachers can engage students by using real-world examples so that students can connect textbook examples to their environment. The teacher can also engage the students by finding out their interests and cultivating them through the learning process. Grouping the students can initiate healthy conversation within the classroom to make it livelier (Xerri, Radford & Shacklock, 2018). Class presentations are also essential in encouraging participation.

The power structures within education are forms of authority that influence the management of key educational sectors. Positional power is the main source of power since it represents an individual with legal authority to control the whole institution. Other significant forms of authority within education include personal power which emanates from charisma and virtues, control of rewards such as that held by educational bodies that offer promotions and raises and coercive power which can be used by institutional heads to enforce regulations or requirements. The class is indeed a part of a larger society since students come from diverse cultures and backgrounds (McGowan, 2017). They use their diverse skills to participate in class activities and help each other learn.









McGowan, M. (2017, September 27). ‘Schools are a microcosm of society: the quest to close Australia’s education gap. Retrieved from

Renner, R. (2019, March 3). What Contextual Factors Will Influence Classroom Management? Retrieved from

The Role of Teachers in Education. (2019, July 1). Retrieved from

Xerri, M.J., Radford, K. & Shacklock, K. (2018). Student engagement in academic activities: a social support perspective. High Educ 75, 589–605

Zaveri, S. (2017, November 5). Factors Influencing Learning | Education. Retrieved from














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