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Elementary Education Formal Observation Form

Junior/Senior Intern

Student:Erin Sweeney Observer: April Bartley Grade: 1


Date: 11/7/17 Time: 10:00 Subject: Social Studies

1. Classroom Climate/Culture - Student Behavior


YES NO
Intern communicates and maintains standards for appropriate classroom behavior.
Intern anticipates and acts on potential classroom disruptions.
Intern maintains positive classroom climate.
Intern responds to student behaviors appropriately.
Comments: Waited for students to show readiness before beginning lesson, dismissed students to seats based on who was
sitting quietly, clapped to regain attention after turn and talk, reminded student to sit in seat and raise hand

2. Instruction - Instructional Time


Intern has materials, supplies, and equipment ready at the start of the lesson or activity.
Intern gets class started quickly.
Intern uses available time for learning and keeps students on task.
Comments: Had all materials ready- book projected on the Smartboard, picture of quilt to show, quilt squares cut, examples
ready to show, big quilt ready, paint ready on back table, papers for writing ready for early finishers to keep on task while
waiting to paint

3. Instruction - Instructional Planning and Presentation


Intern establishes links with prior learning and experiences.
Intern arranges learning activities to support standards.
Intern appropriately uses a variety of teaching styles.
Comments: Had students turn and talk to activate prior knowledge about Thanksgiving and their traditions. Read story about
a different Thanksgiving tradition- after the story, spend more time comparing different Thanksgiving traditions and how they
reflect our different cultures(standard for your lesson). You provided examples of quilt squares that represent your
Thanksgiving tradition then had students draw their traditions with crayon and then with paint. Students also wrote about
their Thanksgiving traditions that they had drawn.

4. Instruction - Instructional Monitoring


Intern circulates to check performance and monitor progress.
Intern varies level of questioning.
Intern ensures that all students have the opportunity to participate.
Comments: Ensured students had partner to talk with during turn and talk, read through Duck for Turkey Day as it was
displayed on the SmartBoard. Circulated while students were drawing, asking about their Thanksgiving traditions and
checking to make sure they were using crayons. During book reading, ask students to explain their answers a little further.
Ask questions about their traditions and how they compare to Tuyets to emphasize the objective of your lesson.

5. Impact on Student Learning - Facilitating Instruction


Intern establishes clear outcomes for learning.
Intern communicates learning outcomes to students.
Intern adjusts lesson based on student responses/ongoing assessment.
Intern connects learning outcomes to the NCSCOS.
Comments: Stated that students would be talking about Thanksgiving to start the lesson( or you could have said
Thanksgiving traditions). Nice job moving students along to paint when time started to get short.

6. Evaluation/Assessment - Instructional Feedback


Intern provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
Intern affirms correct oral responses appropriately and moves on.
Intern provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue,
or allowing more time.
Comments: Asked, Is that what you do for Thanksgiving? to prompt student to think about if he was drawing appropriately
on his quilt square. Praised student work on quilt squares. Asked students questions to have them explain their
drawings about Thanksgiving
Strengths: Areas on which to focus:
Waited for students to show readiness before beginning Remind why we celebrate Thanksgiving as a national
Had students turn and talk to activate prior knowledge holiday before reading the book, talk about students
about Thanksgiving, then turn to a new partner to talk traditions for Thanksgiving as a transition to the story about
about how they celebrate Thanksgiving Tuyets tradition for Thanksgiving
Clapped to get attention after turn and talk After the story, talk about Tuyets Thanksgiving. Compare
Provided definition for pilgrim- show or point out this word how her Thanksgiving may be the same and different from
Stopped at certain points during the lesson to ask the students Thanksgiving traditions- direct teach how
questions, predict, explain unfamiliar words traditions may be different because of our backgrounds, or
Asked, Why do you think Tuyet was sad?- good question cultures, but we are all still celebrating how we are thankful
to guide students to use context clues and pictures to for our country and those people that came here before us-
understand how a character feels- state this as a strategy as you circulate you could ask students how their
to remind students Thanksgiving is different from Tuyets or their neighbors
Gave a moment for students to connect to the story tradition
What do you think the teacher will say?- great question- When redirecting, state as a command as opposed to a
have student explain his answer question- Say, Sit in your seat. as opposed to Can you
Great job showing a picture of a quilt for students to sit in your seat?
understand what a quilt is
Clear directions that students will draw what they do for
Thanksgiving on their quilt square
Loved how you showed the big quilt where students quilt
square would go
Nice job waiting for quiet students to pass out quilt square
to- students individually moved back to seats and
immediately got started drawing on quilt squares- praise
students who are moving quietly and getting started on
quilt squares
Nice job moving students who could not sit appropriately
together
Gave students writing sheet to work on while waiting to
paint or when finished painting
Praised student work on quilt squares- asked them about
their drawings so that they could further explain their
traditions
Nice job! I like the different colors!- good specific praise
Asked, What do you do when you are done? to help
student think about what to do next
Called on quiet students to help you hold up the quilt
Closed your lesson by showing the quilt with different quilt
squares that represent differences in how they celebrate
Thanksgiving which shows our different backgrounds-
great way to close the lesson and emphasize the
objective!!!

Were the learning outcomes for the students met? YES NO

Did the interns/student teachers classroom management support the learning outcomes?
Yes. Waited for students to show readiness to begin lesson, clapped to regain student attention, dismissed from carpet
when showing readiness, reminded of expectations during independent work. Use more praise to remind of expectations
and motivate students to follow. Draw attention to positive behavior.
Was the Teaching Behavior Focus goal achieved?
Classroom climate- Nice job maintaining a calm, accepting learning environment- spend more time after the book
appreciating differences in celebrating Thanksgiving
Student Intern Signature:______________________________________ Date:______________

Mentor Teacher Signature:___________________________________ Date:______________


University Supervisor Signature:___________________________________ Date:______________

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