POST OBSERVATION WORKSHEET

TEACHER:

Element 1

OBSERVER:

Kristin Johnson

DATE:

11-15

2D1-Managing Student Behavior Expectations

Expectations

Proficient

No standards of conduct appear to have Standards of conduct appear to have

been established, or students are
been established, and most students
confused as to what the standards are
seem to understand them

Standards of conduct are clear to all

students

Standards of conduct are clear to all

students and appear to have been
developed with student participation.

-Started by asking question of the entire class. Many students yelled out correct answers.
-As lesson went on students were told they couldnt be heard if they didnt raise their hands. Students moved back to raising their hands to be called
on
-Towards the end of the lesson it went back to allowing the entire class to answer out loud at once.
-How do students know when they can openly respond and when they have to raise their hands?
-Students respectfully followed the lead of the teacher and managed transitions and participation well.

Element 2
4. Structure and
pacing

Proficient

3B1 Using Questioning Quality of Questions

Teachers questions are virtually all of poor
quality, with low cognitive challenge and
single correct responses, they are asked
in rapid succession.

Teachers questions area a combination of Most of the questions are of high quality.
low and high quality posed in rapid
Adequate time is provided for students to
succession. Only some invite thoughtful respond.
response.

Teachers questions are of uniformly high

quality, with adequate time for students to
respond. Students formulate many
questions.

-See the attached Blooms Taxonomy Tracking Sheet

-Variety of question levels used throughout lesson.
-Wait time was not usually a factor as most students were willing to participate and give an answer even if it was an incorrect one. This shows good
trust.
-Would have liked to see more discussion amongst students about how they came to their answers but I believe it probably happened more in the small
group time given

Element 3
3. Student participation

Exemplar

3B3- Using Questioning Student Participation

A few students dominate the discussion. Teacher attempts to engage all students Teacher successfully engages all students Students themselves ensure that all
in the discussion, but with only limited
in the discussion.
voices are heard in the discussion.
success.

- See the attached Blooms Taxonomy Tracking Sheet

- Students were willing to participate.

- Allowed all students to have a voice. Called on students who were quiet and not participating to get them involved.
-How do you get more students to participate in discussions willingly?