During my observation, I was guest to the classroom of Mrs. Peryn, a fourth grade teacher at Cler-Mont elementary school in the Fort Osage R-1 district. Mrs. Peryn is a veteran teacher, with more than a dozen years of experience with students. Where she remembers a projector and overhead, is now a SMART board flanked by a pair of spare chargers for student Chromebooks. Even with the implementation and ready interactions with technology, the inside (and outside) walls of her classroom are covered with colorful billboard backgrounds laced with one-page essays, friendly letters, and pictures of their latest craft project. Towards the back of the room is a small table -- separate from the rows of student desks -- with a nearby “library” bookshelf of the latest
…show more content…
Gender does not seem to play a role in the classroom for the students of teacher.
The student with the jacket with torn cuffs would be the biggest indication of socioeconomic class that I saw. The tears in the fabric of the jacket were likely not very recent and the jacket in general is not in the best shape. Still, within the classroom, the student whom I believe to own the jacket appears to be happy. The teacher does have scratch paper for their online problems, as well as a ready supply of pencils for those that do not have those supplies.
The child at the back of the room is the one student who stands out the most. She does not seem to be engaged in the lesson, rather, in a seperate worksheet. She does not appear to be in trouble, and Mrs. Peryn does spare a few moments to ask if she is getting-on all right. Besides that, there is no other distinct group. The photos of projects on the wall show the building of bridges out of straws and popsicle sticks. Some of their designs, I would say, are more sophisticated than others. The differences in the room do not appear to warrant any special assistance by another person or
Gender does not seem to play a role in the classroom for the students of teacher.
The student with the jacket with torn cuffs would be the biggest indication of socioeconomic class that I saw. The tears in the fabric of the jacket were likely not very recent and the jacket in general is not in the best shape. Still, within the classroom, the student whom I believe to own the jacket appears to be happy. The teacher does have scratch paper for their online problems, as well as a ready supply of pencils for those that do not have those supplies.
The child at the back of the room is the one student who stands out the most. She does not seem to be engaged in the lesson, rather, in a seperate worksheet. She does not appear to be in trouble, and Mrs. Peryn does spare a few moments to ask if she is getting-on all right. Besides that, there is no other distinct group. The photos of projects on the wall show the building of bridges out of straws and popsicle sticks. Some of their designs, I would say, are more sophisticated than others. The differences in the room do not appear to warrant any special assistance by another person or