Anda di halaman 1dari 3

Practicum Observation

_______________________________________________________________________ __________________________ Student Teacher Information: Student: Sarah DAngelo Smith instructor s!: Al "udins#$
%racticum &'ser(ation ): * +ocation: ,a-le Street School Date: /e'ruar$ *20 21*4 3rade le(el: *

EDC class: 345

Semester: 2

Smith College Su-er(isor: .ate Saccento Su-er(ising Teacher: ,argaret 2etts

Standard A Plans Curriculum and Instruction

Strengths Your lesson plan was clearly written with appropriate standards, intended learning outcomes, teaching goals, materials, link, differentiation, closure and assessment. Your materials were ready and on hand for the lesson.

Suggestions Consider including what the students did in their previous journaling lesson. Include what you e pect their prior knowledge to be in connection to the skills that you are teaching.

2 !elivers "ffective Instruction

#tudents were so enthusiastic about the prompt that you gave them$ %&hat are you going to journal about'( )he pacing of the mini*lesson was appropriate for first grade. You offered encouraging feedback to the student responses$ %#omething in the future, that+s interesting,( You modeled the e pected writing by drawing and using a se-uence ./, 0, 1 23. You successfully modeled using the red folder, which is their place to check the spelling of fre-uently used words. You asked open ended -uestions as you

Consider e plicitly verbali4ing your e pectation for what students should have completed by the end of the writing period. Or, consider having the students use an independent writer+s rubric so students can gauge their success during the writing time. .I can show you an e ample of one of these.3 If you are teaching journaling regularly, consider tracking your conference notes on a sheet as you circulate the room. 5ave a bo for each student. In each bo , track what you complimented him6her on, as what you taught him6her during your brief check*in6conference.

circulated around the room$ %&hat are you going to journal about'( %5ow+s it going'( In individual conferences, you crouched down to your students+ level and offered help when needed. 7or e ample, you wrote a new word on a student+s word bank when the students struggled with spelling. You effectively used %ch*ch*ch( to get the students+ attention and to signal that you wanted voices to be off. You also used key words and visuals cues, such as %8y scanner is on***%, showing hand scanning, to get the students+ to refocus to the front. You gave students the verbal cue of$ %Criss cross applesauce( to provide clear e pectations for sitting.

C 8anages Classroom Climate and Operation

&hat are you e pectations for volume during buddy talk' Communicate these to the students. .You want the pairs to be able to hear their partners.3 )wo students were having a conversation during your lesson. Consider seating student who needs reminders .93 on other side, so your back isn+t turned at any point .due to modeling3. #ome students were calling out. &hat are e pectations for yelling out' :re the e pectations the same for all of the students' &hat are the e pectations for volume during independent writing time' Check*in with your cooperating teacher to find out, since she is running a reading group at that time.

Standard D Promotes "-uity

Strengths You called on boys and girls e-ually. )he delivery of your lesson conveyed your belief that everyone has a story to share. Your lesson indicated that some students will begin their story with drawings, others with words.

Suggestions : conference sheet .as e plained above3 will also help you track who you+ve conferred with and who you need to check*in with over a class, or over a longer period of time, such as 0*2 classes. Consider seating students who struggle with focus on your left side so that they are not blocked by your back during modeling.

You started your lesson on time. E 8eets Professional ;esponsibilities You emailed your plan to your cooperating teacher in advance for feedback. You were open to feedback after the lesson. You provided some reflection on what went well and where there was room to grow .see below3. Your energy in the classroom demonstrates an interest and enthusiasm for writing. )his enthusiasm carried out into your students+

participation and writing.

Comments$ )his was a solid writing lesson in your new classroom. It is evident that you already have a good sense of your students+ strengths and challenges. You demonstrated confidence and comfort in delivering the lesson. Your modeling was interesting to and engaging for the students. )hey were very enthusiastic during your lesson. You have a solid grasp of key words and nonverbal cues and use them effectively to get the group+s attention -uickly. <sing a tracking sheet for conferences and teaching a writing rubric to your students will build on your already solid lesson. :lso, as you spend more time in your new classroom, you+ll have a better sense of volume e pectations for this class. You+ll discover what a %working( noise level, versus a %distracting( noise level. I look forward to observing you again soon= I am confident that this is going to be a very successful semester for you as you try new strategies in the classroom. &hat #arah said after the lesson$ What went well: They all found spelling mistakes and periods in the modeled writing; they were enthusiastic about ideas for journaling. What to improve: Looking back, could have sent ! or " children to chill out chair; can use more cues for talking to minimi#e talking.