IndexObservationInterpretationReflectionThe environment in which I observed was a classroom of young children. The room measured approximately 15 x 20 feet, not including the bathroom with a half door connected to the room. The entrance to the classroom was along a small corridor not visible from the panoramic window. There were widows outside on two walls of the classroom, and a door on one of these same walls led outside to a designated play area. The classroom was set up with three child-sized tables and chairs on the left side of the room, near an area with a sink, microwave, and food storage. Behind this area, against the far wall, was what appeared to be a small wooden stage. On the right side of the room there appeared to be a small art area, a reading area, a dramatic play area, and a small area containing a rug and sofa, which could be used as a morning meeting space. The materials were exposed at levels easily accessible to children in the classroom. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original EssayObservationAt the beginning of my observation, there were nine students (five boys, four girls) and two teachers in the classroom. Eight students sat at the table eating cereal and listening to one of the teachers read a story. One of the students, an African American male, was alone in the area containing the carpet and couch. The boy began yelling about the book, pointing in the direction of the teachers. The teacher reading the book had her back to the boy, and the other teacher sat with the rest of the class, helping facilitate breakfast. Neither teacher paid attention to the child. A child sitting at the table called to the boy. The teacher replies “No thanks, please listen to the story”. The boy then moved to the couch and lay upside down, hanging from the edge of the couch. The teacher finished the book and said to the sitting students, “I will read another one, sit down.” While the teacher chooses a book, the boy throws the books at various points in the classroom. No one communicates with the boy, appears to pay attention, or is even physically close to him. The teacher then returns to where she was sitting, facing the rest of the class, who were also seated. The boy approaches the teacher and stands in front of the book, touching the pages. The teacher says, “You need to sit down.” The boy walks behind the teacher and drops a basket of shells and flowers on the ground. The teacher stops and says, “Take it, now. Today you will go to the nap room and you will not swim. Continue reading the story and the boy does not pick up the materials from the ground. Instead, he goes back to the couch and lies down for about five seconds. He briefly approaches the shelf where the materials fell, and then returns to the couch, taking the pillow from the couch and lying on the floor. About twenty seconds later, he walks over to a small magnetic board near the couch and sits down in front of it. There are magnetic letters and magnetic pictures of animals on the board. The boy takes all the letters from the board, one at a time, and throws them on the ground. Then rearrange the images of the animals on the magnetic board and work in silence for about two minutes.Interpretation At the beginning of my observation I was immediately attracted to the boy who was completely isolated from the rest of the class. Why was he alone in another area, without any adults paying attention to him? Why did the teacher turn his back to the boy? It seemed obvious that the boy was isolated for more than just not wanting to eat breakfast; he was completely excluded from all classroom activities by the teacher. Me.