Essay on My Classroom Observation Experience

Over time, research has been conducted both in laboratories and classrooms to investigate how learners learn, which in turn can be considered to establish effective teaching approaches. However, these are variable and can shift as we learn more about theories and research into how learning takes place (Pritchard, 2013).

For this assignment, the practitioner observed a child examine how they acquire knowledge in different educational environments while linking to learning theories. Observations are one of the ways to conduct primary research as the data collected is first-hand. Some of the most influential scientific discoveries have been found using this method, for example, Charles Darwin observed animal and marine life in the Galapagos Islands to formulate his Theory of Evolution. The advantages of observations are that the information gathered is up-to-date and the data is unique. However, this can be time-consuming, and personal bias can affect results. It is important to understand the difference between observation and interpretation to avoid bias (Lowe and Pavel Zemliansky, 2011).

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Before the observations were carried out, the practitioner gained consent from the Headteacher and the child's parents (appendix). Ethical guidelines must always be adhered to when observing, balancing the aims of research carefully with the safety and well-being of the participant (NSPCC Learning, 2020). The policies and procedures of the school setting must also be followed. Observation notes were unnamed and stored in line with GDPR guidelines. For anonymity, the child observed is referred to as child X.

There are many different methods of observation. For this assignment, the observation was unstructured, with the practitioner being a participant so that all behavior could be recorded and minimize the Hawthorne Effect. This is where the behavior of the individual tends to change when being observed (Payne and Payne, 2009). However, there is doubt whether the Hawthorne Effect exists in children aged 8-15 years. Also, Thorndike proposed that the effect declines over time (Bauernfeind and Olson, 1973).

Child X is in year three of a mixed year three and four class of thirty children. Child X is on the SEN register for moderate learning difficulties and often requires support with their learning. Child X is currently waiting for a diagnosis of ADHD because they struggle to stay focused and listen, makes unconscious noises, and is easily distracted.

Strategies are in place to help child X, such as ignoring minor misbehavior, using a short target sheet, and participating in movement breaks (Cowley, 2006). Studies have found links between ADHD and lower academic attainment. Specific learning problems such as dyslexia and poorer cognitive ability are known to be associated with ADHD and can affect learning. While ADHD is considered a neurological condition that a person is born with, environmental conditions also play a part. Similarly, genetic and environmental pathways are both thought to play a role in the association between ADHD and the impact of educational attainment (Sellers et al., 2019).

The first observation was during a guided reading lesson in the classroom. Child X is sat at the front so that they can concentrate. At the beginning of the lesson, child X said, 'I'm hungry.' The teacher suggested they had a fruit snack while the previous chapter was recapped. This identifies with Maslow's Hierarchy of Needs Theory, where the teacher ensures that the child's physiological needs are met. This need is at the bottom of the hierarchy and is thought to be the most important and must be met to progress to the next level (Petty, 2014).

The teacher paired weaker readers with stronger readers, a Vygotskian approach which is also one of the advantages of mixed year classes. Vygotsky stated that for learning to occur, the child should be in the Zone of Proximal Development (ZPD). They can move through this, completing tasks they cannot do independently with the help of a capable peer. Child X expressed that they were disappointed to be paired with this student, but the teacher insisted. Social interaction is fundamental to Vygotsky's Sociocultural Theory (Bekiryaz, 2015).

Child X started well and was focused, following the book with the peer. However, after nine minutes, child X started rocking on the chair, making squeaking noises and tapping the table. This could be because the learning was teacher-led. The teacher was reading to the class, resulting in a lack of engagement from child X. Constructivists believe learning is not something that can be delivered to students passively listening to a teacher (Aubrey and Riley, 2019).

The teacher halted and praised the children for demonstrating good listening. Child X stopped and pulled the chair in. The teacher praised Child X for refocusing. The impact of behaviorist, Skinner's positive reinforcement can be seen here. Through operant conditioning, behavior that is reinforced is likely to be repeated (Aubrey and Riley, 2019). The hidden curriculum could also be recognized, where the teacher promoted the expected behavior for it to improve. These routines and behaviors should be explicitly taught in the classroom so that students know their expectations, otherwise, they could become at a disadvantage (Alsubaie, 2015).

Bandura's Social Learning Theory was also evident. A good role model sat with child X so good behavior could be imitated (Pritchard, 2013). However, this could work the other way too, with the undesired behavior being imitated, hence careful thought is needed when pairing.

These approaches were successful for Child X. By the end of the lesson, child X and their partner had analyzed the chapter collaboratively. They also agreed to play at break time, which resulted in a positive social identity (Burke, 2018). This is particularly important for SEN children, who can sometimes be seen as 'low status' and not part of the 'in-group' (Hornsey, 2008).

The second observation was during a Maths lesson in a small side room. The group included five children working below the expected standard, so the year two curriculum was followed. This relates to Piaget's theory which focuses on stages of cognitive development, stating that children should not be taught content until they are ready (Bates, 2019). However, this is not always realistic in schools where resources are sparse.

Evidence of Tajfel's Social Identity Theory (Tajfel, 1974) was also seen here. This group works together for Maths three times a week. Child X was visibly excited about the lesson, which demonstrated his sense of belonging in the group and helped build self-esteem. With similar levels of attainment, the group has formed strong friendships and regularly chooses to play and work together.

Further evidence of Piaget's Theory of Cognitive Development was observed. Children use practical resources to help them understand more abstract ideas, which add to or modify their schemas (Blake and Pope, 2008). Zoltan Dienes built upon Piaget's idea and developed dienes. These are blocks used as concrete manipulatives to learn complex mathematical concepts (Moyer, 2001). Child X used dienes repeatedly to learn subtraction when crossing ten and completed a worksheet. Through hands-on, visual learning, child X grasped this new concept which built confidence and increased motivation.

In contrast to the lesson in the classroom, child X contributed ideas and was focused throughout. Students have a desire to learn when the learning is interesting and useful to them and activities are fun. Also, success increases self-belief and in turn motivates (Petty, 2014). Dweck states that praising effort rather than ability increases motivation and develops a growth mindset (Aubrey and Riley, 2019). Child X was praised for using dienes to work independently.

The final observation took place on a school trip to Avebury. On arrival, the children were given a picture sheet with stones to find. Child X said, 'Wow, I love being outside!' This links to Dewey's Theory of Experiential Learning, where knowledge is socially constructed and based on experiences. He believed schools should prepare students for the 'real world' (Arthur, 2009). Dewey also believed in outdoor education with the experience linking the doing to construct meaning (Ord and Leather, 2011).

Child X's focus and listening were far better in the outdoor environment than in the classroom and the smaller Maths group. As the teacher talked about the history, child X leaned against the stones and touched and stroked them, while listening intently, and answering questions.

Howard Gardner's Theory of Multiple Intelligences states there are eight types of intelligence. Using this, child X would be seen to have strengths in spatial, kinesthetic, and naturalistic intelligence. Though critics point out, there is no empirical evidence to validate this theory (Pritchard, 2013).

In conclusion, the outdoor environment appeared to be the most successful learning environment for child X in terms of engagement and focus, followed by the smaller Maths group. Child X would be an ideal candidate for the forest school held at the school for small groups. While child X benefits from the small Maths group, it is not possible to offer this for more lessons due to a lack of resources, most notably staff to take them.

Child X found learning harder in the classroom, possibly because of distractions and low confidence. Experiential learning had a greater impact, which was proven when Child X answered questions correctly during formative assessments after these activities. This relates to Dewey's Educational Theory and Kinesthetic Learning and appeals to child X's natural inclination to be moving and have something in their hands.

Many learning theories have been identified during the observations and different approaches were used according to the learning environments to help child X learn. Unfortunately, while schools can differentiate to support those with learning difficulties, they are unable to offer individualized education. There is no one size fits all but offering varied opportunities in different learning environments can only enhance learning and child development. Future learning for child X should continue to offer these so that they receive support where needed while also continuing to become an independent learner. A future diagnosis may help meet the needs of child X so that more focused strategies could be put in place to help them further.

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