At the A. S. Jenks elementary school I was sent to Ms. M's third grade classroom. When I walked in the children were creating sentences on a worksheet while she sat and checked them. I thought about how the room looked and that I should take some time to make a few observations. The room was cluttered with posters, art work, scientific method, the writing process and more. I noticed the rules on the side of the chalkboard were not very visible compared to the rest of the charts, ABC's, multiplication tables, character traits and student jobs. The children's desks were arranged in a horseshoe with about 6 desks in the middle. This seating arrangement is affective because every one is able to see the front and each other's faces .Although the room was small and crowded. I felt it hindered the teacher's view of the class and left less opportunity to work together.
             Ms. M never explained too much to me. She allowed me to take a look at her lesson plan, but left everything else up to me. I had to take it upon myself to ask questions and probe further into how her classroom worked. For example, there is a writing pad at the front of the classroom with that day assignments or work to be done. I hardly heard the teacher refer to it or the students use it. I did see the teacher multitask often. She separated a small group from the class for guided reading. She left the rest of the class to wander or rather continue to work on the assignments written on the writing pad. I was surprised to see the students coloring, writing notes, or reading instead finishing the assigned work.
             During language arts the teacher put sentences on the board. Her lesson was on verbs or predicates. To demonstrate the action verb she asked the class to dance. I really enjoyed watching the teacher integrate kinesiology into such an intangible discipline. Plus the kids were so cute and unique in their da
             ...