Westview Observations

     During my time at Westview, I got to know several exemplary teachers.  My cooperating teacher and I were the only art teachers in the building, so I observed several 5th and 6th grade classroom teachers, as well as the music teacher.  Although there was very little that I could relate to my own content, it was a worthy experience.  I gained insight on classroom procedures and teacher demeanor.

     I was lucky enough to observe Elizabeth Rogers in the music room for a 5th grade class.  She conducts her room using the Orff model of music education.  She works to incorporate play into music, peaking student interest and making it an incredibly fun time.  Students love music class, and I was excited to see several shy students participating enthusiastically.  Mrs. Rogers is bubbly and energetic in class, constantly wearing a glowing smile.  She is the perfect example of teacher enthusiasm creating student enthusiasm.  On the day that I observed her room, students were excited to show me their production.  They had spent the three previous classes learning a song, creating movements, and learning instrumentals for a story called "The Littlest Pine Tree".  The room was chaotic, but Mrs. Rogers didn't mind.  She knew mistakes were being made, but looked more for expressiveness and how in tune with class activity students were.  And when she said "I need quiet," mallots went down, mouths were shut, and "shhhh" was the only noise I heard, indicating classroom discipline.

     I caught Travis Davis' 6th grade class at a poor time, as they were mid-quiz and about to go to lunch.  However, I was still able to see a great example of student autonomy in the classroom.  Students were getting up to fill water bottles, turn in quizzes, sharpen pencils, and ask questions freely and without asking.  However, there was no mingling, and whispers in the room were minimal.  Students clearly feel ownership of the warmly decorated classroom, but understand the need to be respectful and swift.  When it came time to go to lunch, students retrieved their things, quieting when told and moving quickly.  Mr. Davis has somebody in charge of the lines (male and female) every time the class leaves the room.  They decide which line is straighter, quieter, and gets to go first.  They are responsible for calling out difficult students, and they get to pick the quietest students to go to lunch.  Mr.  Davis said he began doing this when working in an urban school with more behavioral problems.  It helped lessen disciplinary issues in line, as students wanted peer approval and valued the responsibility.  

     Steve Wohler, a 5th grade teacher, is intense and no nonsense.  He holds high expectations for students and pushes them to be correct.  When a student answers a question incorrectly, he conducts a mini review of the topic by asking other students to answer questions.  He then comes back to the student who answers incorrectly and asks them for the correct answer.  He has no tolerance from missing work, and asks students to take time during recess to redo work that they "left at home".  He can be a little gruff at times, raising his voice (without anger) and employing sarcasm in the room.  Despite of this, students like and respect him and are eager for his approval.  His class could be difficult at times, so this intensity pushed them to be stronger and more disciplined students.  

     Sharla Thompson's class was always a joy to have in the art room, and observing her classroom showed me why.  Her room was warm and welcoming, with plants, open windows, and Butterball the hamster.  She works hard to create a strong sense of classroom community, as I observed during a birthday celebration.  The classroom climate was casual, with students talking to Mrs. Thompson without raising their hands.  Despite of this, students politely took turns talking and sharing their art room activities, excited to share their experiences with their curious teacher.  When cupcakes were passed out, Mrs.  Thompson played a game with students: "What's in My Bag?".  She asked questions about the birthday boy based off of a questionnaire from the beginning of the year.  Students answered in unison about the students family, dream job, pets, and favorite subject, amongst other things.  It was clear that students really valued one and other.  The thing that surprised me the most was when the party ended and it was time for silent reading.  Students found spots around the room, gathering pillows and getting comfortable.  Without a word, they began reading quietly, transitioning from chaos to order within an instant.  Mrs.  Thompson helped a student find a new book before talking to me.  I commended how autonomous students were, and how respectful they could be without raising their hand.  She told me that at the beginning of the year, she was much more strict, but loosened up to create a more comfortable environment as the year went on.