Classroom Composition
The class observed was EEU kindergarten that had 20 students. Ten out of twenty students had either mental or physical disabilities. The commonly observed types of disabilities among the students included cerebral palsy, developmental delay, and a wide range of mental impairments. The composition of the classroom also included 11 adult students. The group appeared at different times of the day, and I only managed to come across about seven adult students. Students were arranged in groups. The adult group was composed of one adult and three children.
Types of Activities Observed
I went to the institution at around eleven o’clock in the morning. During this time, children were playing either individually or in groups. I observed groups of about 2 to 3 children playing with toys. Young girls were playing with plasticine and made different shapes while still chatting. Kids could watch what the other groups were doing. Students also cleaned their classroom with the assistance of their teacher.
Instructional Strategies
Teachers were applying different strategies to win the attention of their students. They used direct instruction approach to impact knowledge to their students. They used step-by-step methods that encouraged active student participation. Teachers also applied demonstration strategy to help students solve various challenges. For instance, they used charts and accompanied children in playing ground and gave field instructions.
Behavior Management Strategy
The approach was also observed in the classroom, for instance, head teacher commanded students when he wanted them to line up in pairs. He counted 10 to 0 to allow students finish their conversation and assemble as required. To get attention from students, head teacher doused the gleam and then used a loud voice and at a slow pace.
Student Engagement
According to my observation, students were fully engaged in the classroom. They actively participated in their groups and asked questions. They conducted different activities when teachers were not around. Boys played outside the classroom. Girls played with toys and plasticines to make different patterns and shapes. Students obeyed and followed instructions, for instance, they all did cleaning work when advised by their teachers.
Type of Teacher Talk
Teachers talk varied among the groups of students. To the mentally disabled, they addressed them on individual levels while other students could be taught as a group. Teacher praised the groups that performed well and encouraged others. The naughty students experienced strong words from their teachers. For instance, a girl was commanded to go back to class with a loud voice by her teacher. Words like clean up, line up were used to give direction to the students.
Overall Impressions
Classroom arrangement was inappropriate and messed up. Tables were encircled in the middle of the classroom. However, the mode of using studying groups was impressive since it encouraged students to participate. Teachers talk, instructional and behavioral strategies were impressive. I would like my child to attend this program. The teaching staffs were professionals, and they addressed every student in a unique way depending on the level of understanding and disabilities. I am not sure whether I want to teach this program because I am not good at addressing different special needs for the children in the same classroom. I would like to undertake a program that focuses on a single special need, for instance, mental disability or developmental delay.