Date Created: October 16th, 2016

Date Submitted: Fall 2016

Title of Artifact: Observation 1 Setting
New Jersey Professional Standards for Teachers: Standard Two Learning
Differences

I am placing my artifact, Observation 1: Setting, under Standard Two Learning

Differences as evidence of continued mastery towards providing support for all students
regardless of their differences, cultures, communities or backgrounds. This observation
shows examples of learning differences through a thorough evaluation of the classroom
setting. With this observation, I have a greater understanding of what methods and
techniques can be used to provide students with the proper tools to support their
educational progression. With this reflection, I am able to recognize that students setting
impacts their outlook of education.

References:
New Jersey Professional Standards for Teachers. (2014, August 4). Retrieved from
http://www.state.nj.us/education/code/current/title6a/chap9.pdf
I. Observation 1:

Setting

II. Grade:

Preschool

III. Students

4 Boys

IV. Setting:

Self-Contained Preschool Classroom of students with varying developmental

disabilities at Copper Hill Elementary School in Ringoes.

Main classroom includes 8 students, 1 head teacher, and 2 teachers aids,

V. Pre-Observation:
In order to complete this observation of how setting impacts students

behavior and ability to focus while learning I knew researching beforehand

was a must. To help prepare myself for this new classroom dynamic I read a

chapter in the book, Education and Treatment of Children (Schmidt, Urban,

Luiselli, & White, 2013). The specific chapter I read was titled, Improving

Appearance, Organization, and Safety of Special Education Classrooms:

Effects of Staff Training in a Human Services Setting. I felt that by reading

this it would not only show me the importance of how the classroom setting

impacts students overall performance but also methods of how teachers and

faculty can be trained in order to have focused learners. I also kept in mind

before observing that the classroom setting would be different than one of the

general education classrooms.

VI. Data: Observations were completed on October 5th & 10th, 2016
Diagram A: Main Classroom in which students get pulled out of individually

to meet with the speech therapist, Ms. Kay.

Diagram B: Speech Therapy Room, Kay Mazzettas Office

VII. Analysis:
Due to the fact that this classroom is specifically for students with

developmental disabilities the setting is different than a general education

classroom. In this setting there are multiple large tables, stations/centers,

shelves for storage, a single bathroom, and a circle for carpet time with cube

chairs for each student. There is a closet in the back corner where students had
 their own cubbies and place to hang coats and backpacks. Although the

classroom is large and there is an open runway the space is utilized properly to

ensure the students safety. Materials such as games, puzzles, books, and

activities are all at a low level so they are easily accessible for all students.
VIII. Recommendations:
Something I noticed in their main classroom was that the number and alphabet

lines were high up on the wall and were fairly small. Although these students

are developing more slowly I know through class discussions that it is

important for the children to be exposed to numbers and letters early and

having them easily seen and accessible may help them with learning and

retaining that information. Another thing I noticed, which seemed

unprofessional to me, was that the head teacher and teachers aids often made

off topic comments to one another throughout the duration that I was there.

Although this isnt physically the setting for the classroom, the students

environment seemed to be impacted because the focus was taken away from

them, which distracted the students from the subject/topic. In a book titled,

Behavioral Disorders, Oliver and Reschly (2010) state, Adequate special

education teacher preparation and strong classroom organization and behavior

and behavior management skills are critical for students with EBD (p. 190).

It is crucial for these students to get the one on one focus they need and

deserve. I would not update the physical layout of the classroom because I felt

as if everything was in its logical place. Although, there were an excessive

amount of materials, more than could be used in a year, so I would

 recommend going through classroom materials and donating what is rarely

used to make the classroom tidier.

IX. Post-Observation:

I was very eager to come back to observe again because I enjoyed being in the

classroom environment. My first observation was 2 hours, which seemed like

nothing. After observing I started to recognize connections between what

Professor Schirner taught in class and how the speech therapist Im observing

interacts with the students.

X. Citations:
Oliver, R., & Reschly, D. (2010). Special education teacher preparation in

classroom management: implications for students with emotional and

behavioral disorders. Behavioral Disorders, 35(3), 188-199.

Schmidt, J. D., Urban, K. D., Luiselli, J. K., White, C., & Harrington, C.

(2013). Improving Appearance, Organization, and Safety of Special

Education Classrooms: Effects of Staff Training in a Human Services

Setting. Education & Treatment Of Children, 36(2), 1-13.