Classroom Obs. II
Fifth Grade Classroom
Teacher Directions/Activity
The instructors (pseudonyms used) divided the students into two groups, seating them around two long rectangular tables. Each instructor was responsible for one table, guiding the students in writing their own narrative stories. One instructor served as a special education teacher, while the other was the English Language Acquisition (ESL) teacher in the classroom. The students, however, were randomly assigned to the two groups.
Learner Response
Each learner used their own laptop to write their stories, typing on a platform called Google Classroom. While writing, some students worked quietly on their own, whereas others chatted with peers or asked questions to the instructor. For example, one student asked, “Do I need to write another paragraph for the conclusion?”
Teacher Directions/Activity
Throughout the session, one instructor circulated around the table multiple times, monitoring students’ writing progress and offering feedback or answering questions as needed.
Learner Response
One student asked the instructor, “Can I use ChatGPT to write my story?” The instructor replied, “You can use it to help plan your story, but not to write the entire passage.” The student then turned to their peers and said, “I’m writing a story about teachers being replaced by AI.” Another student responded, “What about the president being replaced by AI?”
Teacher Directions/Activity
After walking around the table, Teacher Peter said, “Could you add some dialogue to your stories?”
Learner Response
One student asked, “What is a conversation?” Peter then explained the concept vividly, using gestures to support his explanation.
Teacher Directions/Activity
At the end of the writing session, the teacher, Selena, asked her students to provide feedback on their peers’ work.
Learner Response
One student exclaimed, “Oh! You’re going to give me comments!” and proactively switched his device with his peer. Most of the learners read their peers’ work quietly and attentively.
