An Observation of Two Kindergarten Classes

This observational report was one that I completed while in a college teaching class, May, 2004.

I was given two kindergarten classes to observe, both of which were of the same socioeconomic status: very low income to poverty-stricken. These classes were unique as they were both full day kindergarten, arriving to school at 8:45 a.m. and finally calling it a day at 2:15 p.m. The age level of the children were typical, only five to six years of age with class focusing on math and reading skills, with tidbits of science, music, and art. Adding valuable perspective on the two classes; one was a class taught in English and the other a bi-lingual class, for children of Latin-American decent. The enormous differences in the two classes' behavior, responses, and the teaching methods made this experience absolute gold and a true stereotype-demolisher.

In both the English and bi-lingual classes, the head count ranged about 30 students to 1 teacher, no assistants. There are generally more girls than boys, although eyeballing it would leave you with an equal distribution. Among the bi-lingual students there were no special-needs children; however one girl named Aqua in the English class with ADHD had to be treated with care. Often she would feel the need to simply get up and walk around the room, poking into the other student's projects and creating gentle havoc with tantrums. These outbursts were dealt with by a patient hug and a few moments discussion of her life-shattering problem. In the end however, the expectation for her in class was equal with the other students. I did also notice that Aqua was consistently late to class, at least three times a week during my visit, and her parents were unusually disinterested in Aqua's needs and behaviors.

In both classes were a set of three computers, plus one for the teacher's use. A printer and a digital camera was also used and implemented. Each of the teacher's computers was connected to a local intranet where fellow educators and administrators could communicate via email. The computers also came equipped with a wonderful grading book (which all the teachers told me they were very well trained to operate), and a student profiler. The student profiling system was friendly and comprehensive, the kids loved it. The program would create a profile page for each student in the room, and the camera was used to snap a picture of them to go on the page. This system corresponded to the student's learning modules on their computers, displaying the child's name and picture on the screen when it was their turn to use the learning module. Each child couldn't wait for their turn (fully run by the computer) to plop on the huge headphones and go to work; solving the academic problems playfully and colorfully animated on the screen. The teacher had previously acclimated the students to noting whose name and picture popped up after their turn, to quietly inform them, and trade places with them doing the task at the tables.

In addition to the computer modules, the classrooms both had stations that each student would spend 15 minutes each (regulated by a cooking timer) attending to different projects or themes, which were aimed mostly at reading and math. Some of the activities included: word bingo, a writing station involving the overhead projector, and use of letter magnets. Also among the stations was a whole area with Leap Pads and Leap Desks; great learning devices, interactive and appealing on many levels.

Discipline was quite different in each of the two classes, one more direct than the other, and reflections of the educator. In the bi-lingual class, the instructor was noticeably more easy-going, using a system of small bells placed around the room which she would ring and have the students respond as necessary. In the English class, the teacher would get quiet or place her hand in the air, subtly implying the request for the student's attention. In the case that discipline was needed outside of the classroom, such as on a bathroom break, disorderly students would be placed in a third walking line to separate them or recess time was shortened.

I really enjoyed the bi-lingual instructor. She was very patient and took a real and very genuine interest in her students, all while being fun and consistent. She welcomed and highly respected the mothers who waited with their children in the mornings, greeting each as if they were family. Her positive attitude put the moms at ease, and the students responded well to her. In sharp contrast however, the English kindergarten class teacher seemed defensive to the parents and often went out of her way to say things to them, to seemingly take the blame off of herself. She was also openly wary and distrustful of the administration of the school, which made her less reputable and genuine. All and all, the two classes were like night-and-day, the students of the bi-lingual class were far more respectful and followed their teacher more closely, with fewer belligerences behind her back. The English class I observed quite a bit of ignoring and delinquency among the students.

The time I spent in the school was amazing and incredibly informative. I witnessed all kinds of attitudes, philosophies, techniques, and strategies, all in the name of education. I observed burnout, idealism of a new teacher, fear of the administrators, and cooperation. Indeed, schools are microcosms of the whole world, kaleidoscopes of life itself.