Classroom Observation
A quantitative method of measuring classroom behaviors from direct observations that specifies both the events or behaviors that are to be observed and how they are to be recorded A system or a pan for looking at behavior
Systematic way of viewing children to find out as much as possible about how they are developing Method of data collection in which the situation of interest is watched and relevant facts, actions and behaviors are recorded Purposes on Classroom Observations
1. Interest of children must be identified by the teacher.
2. Teachers need to chart the developmental level of each child.
3. The teacher will be assisted in planning an appropriate curriculum based on individual needs.
4. Periodic table helps to find out how children progress.
5. Observation can help childhood or SPED teachers appraise their own teaching practices and design appropriate staff development.
6. Observation gives practitioners a general overview of the educational program.
7. Written observations on individual children can be added to other information to be shared with study teams, parents, administrators, and other professionals working with the child’s development and intervention.
Problems in Observing a Classroom
Reliability
Would you get the same results on another day? With another observer? Validity
Does it actually tell you what it seems to?
Are your interpretations right?
The Essay on Running Head Child Observation
Running head: CHILD OBSERVATION Child Observation March 25, 2009 Child Observation Background The child observed was a five-year old girl that I will refer to as Catherine. Catherine is a highly gifted child. Her physical development completely corresponds to that of the average. The girls head size approximately equals to an adults head size. The body is also approximately that of an adults. ...
Threats to Validity did not observe what was important chose untypical/ inappropriate cases those observed reacted to observation ( procedural reactivity) those observed reacted to the observer (personal reactivity) observer misinterpreted events events not recorded accurately inappropriate categories used too much data to analyze researcher biased
Observational Plan
What: Classroom Management; Teaching-Learning process; Activities and Interactions Who: Students and Teacher
Where: Classroom
When: Regular Class time
Why: (objectives) to know how the teacher teaches in order to let the students learn; to know what teaching-learning principles are behind the process How: As a complete observer
Tools: Rating scale on the performance of the teacher and the students;
Anecdotal recording
