I conducted my final observation at Lost Lake Elementary School located in Clermont,

Florida in Lake County. I had the privilege to observe Mrs. Christi Vollertsen 3rd grade class.
She has a total of 21 students of which four are on the ASD Spectrum; three of these students are
on an academic plan and another is only focusing on social skills. Her classroom is also an ESE
Inclusion (Exception Student Education) classroom and part of the Personalize Learning
Program. This program personalizes each students learning plan for his/her needs, provides the
right resources and effectively helps he/she master a set of skills. Mrs. Vollertsen also has an
assistant twice a week in her classroom. Each student also has a binder that helps track his/her
progress called My Data Notebook. The schools ethnic/racial population consists mainly of
Caucasian students (48.3 %) and Hispanics (26.4 %). About 41.3% of the students are under
poverty level, and 8.5 % of the students have limited proficiency in English. During my visit, I
gathered the following information:
Classroom routines-Are the routines consistent? Do the procedures for following the
routines build independence?
During the period of time that I was in the classroom, the teacher was very explicit and
clear on directions given to students on each assignment. Transitions were smooth, with very
little to no interruptions. For example, the first thing students have to do once the bell rings is to
grab their journals and write about what they did during the weekend. The teacher did not have
to give these instructions; the students simply began to do this while the teacher only provided
the time. Once they were done with journal they all started to clean up and walk to one corner of
the classroom where they have something similar to circle time. After circle time, she directed
them to start their science lesson, and once they were done with the assignment they knew what
to do. Some walked to the reading area, grabbed a book and sat down quietly; others grabbed
their math book to finish what they didnt finish the week before. All the students are aware of
what goes next every time they complete an activity or assignment. They are very independent,
make their own choices, and are responsible of their actions. Students did not have to ask too
many questions. For example, during writing time, Mrs. Vollertsen reads a story, provides a
worksheet and the students run off with their imagination. Once they had finished the assignment
they were given permission to go to the computer area and start typing their work adding pictures
to their work. I can conclude, since it is the end of the first semester, the students have mastered
this routine. They show independence by making their own choices on what they need to do to
keep themselves busy if they finish their work fast.
Classroom management - How is the classroom arranged to facilitate classroom procedures
(floor space, work area, wall space, etc.)?
The moment you walk in the classroom the teacher has classical music playing. You can
see everything and everyone if you stand by the main entrance to the classroom or if you are at
the teachers desk. Each center is label; for example the reading area has a sign saying
Blockbuster Books, and there is an area specifically for coats and back packs. I notice the
teacher has everything label with numbers instead of names, too. She uses this system as a way
of privacy and at the same time to be consistent with everything in the classroom. The students
have a total of 14 jobs in the classroom. They label these duties/jobs Ticket to Production

each duty has a name such as assistant director, lead actor, etc. There is also something
called Oscar Worthy Performance which is a way to help the students notice what they must do
to avoid from getting themselves in trouble and what they must do to fix mistakes. Each child
has a clothes pin with their name that they use to move along depending on their behavior. An
Oscar Worthy Performance has 5 steps: 1 Walk of fame = had a great day; 2 Red Carpet
Ready = ready to learn; 3 Take 1 = practice makes perfect; 4 Take 2 = forgot your lines;
Cut = show is cancelled/contact parent. Students also have their classroom rules labeled Our
Classroom Rules (Agreement). There are three rules, but under each rule there are examples of
appropriate behavior. Rule #1 is Be Respectful: some of the examples are to use kind words,
have manners, and listen attentively. Rule #2 is Be Responsible: some examples are to follow
directions, be prepared and ready to learn, do your classwork, and do your best. Rule #3 is Be
Safe: some examples are to follow directions, use inside voices, and be a problem solver. She
also has a chart labeled Rate Yourself which helps the students rate themselves every time they
think they need help or if they feel they can help others. This is a well manage classroom with no
chaos including no interruptions between transitions even when walking down the hallway when
we went to the library.
What role does the teacher play in the classroom?
I noticed the students have a lot of respect for Mrs. Vollertsen. She is their Director.
She is the person that helps them accomplish their work. She is willing to help and take the time
with each student even if they didnt ask for her help by walking to each and offering her help.
The students trust her and remain focus; I was not a distraction once during my visit. You can
see the students feel safe, and they are always smiling and eager to work. She uses key words to
keep students interested such as juicy story so that they can interact and remain concentrated
on the assignment. Mrs. Vollertsen is very loving and caring, always smiling and patting them in
the back as I observed during my visit.
What did you observe that indicated building classroom community?
After the students completed their journal entries, they gathered at the Presenting Star
Attraction, which we can compare to circle time. They talked about what big events they will
be having this week and also took the opportunity share something special that happened to them
during the weekend with their classmates. One of the student raised her hand and shared her
excitement that this past weekend she had placed 11th in the state for gymnastic for her age
group. All her classmates clapped, smiled, and some hugged her as a means of congratulations.
You can feel the excitement they all as a group share because one of their classmates did a good
job. It is obvious that they care about each other and that Mrs. Vollertsen created this
environment for her students. One of the things that caught my attention was that on one of the
classroom walls the teacher has a phrase Shine through your challenge. This wall has pictures
of famous people that have a challenge and regardless succeeded. Mrs. Vollertsen uses this as a
way to encourage her students that nothing can stop them to be who they want to be.
Describe the discipline strategies implemented. Were they successful?

I only noticed two small/minor discipline corrections the teacher did while I was in the
classroom. The first one was right after the bell rang for school to start the announcements over
the intercom: a couple of students were still putting things on their desk to be ready for class to
start. Mrs. Vollertsen simply mentioned I like how Lola is all ready to start class, she is sitting
and paying attention to the announcements and immediately the two students that were still
standing got their chair and sat down. The second incident was when the students were getting
ready to go to lunch. Some students were taking longer than usual because they were washing
their hands, so Mrs. Vollertsen started to sing a song about how she wanted everyone ready to go
to lunch, and they quickly got in line. She not once lost control of the classroom, nor did she
raise her voice or lose her temper. I noticed that by her desk she had a bell; when I asked her if
she had ever used it she replied not really. Mrs. Vollertsen also has a great reward program for
good behavior. At the end of every week she sends a report to the parents; she rarely sends a B or
a C home. If a student gets an A, he/she can put their name on a chart that has numbers from 1 to
100. At the end of the week, she pulls out numbers she has on the number chart from a Thank
You bucket. The chosen students can go to the treasure box to pick a small toy or a Pass (must
popular item since they are for bringing in a small toy to share at circle time or a book they will
like to read to the class). I believe the main element for her discipline strategy is the respect she
shows her students. She treats all of them the same way no matter if they have a learning
disability or not.
Compare and contrast the information you have learned in this course with these
observations.
After doing my observation I can conclude that the way Mrs. Vollertsen manages her
classroom is very similar to Richard L. Curwin & Allen N. Mendlers Discipline with Dignity
theory. Their theory is based on the respect we must have towards the students and how they
need to be treated with dignity. I see these traits in Mrs. Vollertsens class. In her classroom Mrs.
Vollertsen has students with disabilities, but she successfully manages to treat all equally and
incorporate the extra time to make necessary corrections. She has her rules and expectations
clear and visible to all her students. Her students were part of creating these rules. She provides
them with the right resources and uses them effectively to meet the needs of all her students
especially for the ones with learning or social disabilities. She incorporates independence, which
leads the students to be responsible for the choices they make. She uses a soft voice when talking
to her students and positive reinforcement on a weekly basis. Most importantly, she models the
behavior and attitude that she wants and expects from her student. This provides students the
sense of safety and security which consequently helps the child be open and willing to learn.