Walkthroughs are an essential part of education. Usually preformed by administrators to gain understanding of individual teachers and their classes, walkthroughs hold valuable lessons for anyone in the education field. They showcase various teaching styles, classroom organizations, and learning projects. This week I had the privilege of observing three social studies classrooms at McCulloch Junior High School. Each room was different in structure and style, but each provided valuable insight into strong classroom dynamics, weaknesses, and the limitations of the walkthrough system. During the three walkthroughs, the classroom strengths and weaknesses were apparent. For example, the emphasis on knowledge creation vs. following directions featured
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Inevitably, some things are missed in the observation because they are not reelected in the form. For example, in the Mrs. Shipman’s 8ht grade honours US History class, much of her classroom environment is not reflected in the walkthrough. Her classroom, although old fashioned, is visually engaging and multidisciplinary. She has an extensive library as well as literature related assignments on the wall. Because these were not involved in the specific lesson, they are not featured on the walkthrough form. To develop an accurate image of a classroom, observers should visit the classroom more than once, examining documents from the class, and interview the teacher. Finally, walkthroughs are only useful if they are applied. As I prepare for my classroom, I will use the lessons about focus and management in my classroom. Before each class, I will post academic objectives. These objectives will drive our learning and allow for variations in learning and accommodations for student needs. In addition, the balance of management will guide my classroom discipline. It is easy to be too harsh on students who routinely cause problems and ignore issues with “good” children. These lessons come from practice, but my observations during the walkthroughs will help guide my
Inevitably, some things are missed in the observation because they are not reelected in the form. For example, in the Mrs. Shipman’s 8ht grade honours US History class, much of her classroom environment is not reflected in the walkthrough. Her classroom, although old fashioned, is visually engaging and multidisciplinary. She has an extensive library as well as literature related assignments on the wall. Because these were not involved in the specific lesson, they are not featured on the walkthrough form. To develop an accurate image of a classroom, observers should visit the classroom more than once, examining documents from the class, and interview the teacher. Finally, walkthroughs are only useful if they are applied. As I prepare for my classroom, I will use the lessons about focus and management in my classroom. Before each class, I will post academic objectives. These objectives will drive our learning and allow for variations in learning and accommodations for student needs. In addition, the balance of management will guide my classroom discipline. It is easy to be too harsh on students who routinely cause problems and ignore issues with “good” children. These lessons come from practice, but my observations during the walkthroughs will help guide my