Form C School of Education: Observation Form
January 27th, 2009
Teacher Observed: Amanda Malay, Resource Teacher
Date:
Lesson Title or Topic: Review of quiz, preparation for reassessment on surds and irrational number operations Observed by: Jacob Choi, Student Teacher from American University
Grade/Subject:
1. Knowledge of Subject Matter a. Teaching is based on thorough knowledge of subject b. Content is accurate
Examples: Demonstrates fluency of surd operations on board and uses key lead-in questions for students working on the board who put their answers up
3. Student Involvement and Motivation a. Students are all actively engaged b. Lesson incorporates student ideas c. Expectations are high for all students d. Students’ prior knowledge is utilized
Bridge to Algebra II (Grade 9/10)
(You may wish to copy the at the top of each column below and paste it into the appropriate boxes.)
2. Planning and Preparation a. Objectives of lesson are clear to teacher and students b. Materials and activities are organized c. Assignments are clear, purposeful, and instructive Examples: Preprepared quiz answers and strategies delivered with ease, and plans for a reassessment are available to be dispersed. General tips on common mistakes are reviewed with the whole class.
4. Teaching Methods and Models a. Appropriate teaching model is used b. Varied questioning techniques are incorporated c. Wait time is used effectively d. Feedback is timely and useful e. Assessment is aligned with lesson objectives
Examples: Consistently “rounds up” students with a verbal lasso such as “Ladies and Gentlemen...” Holds encouraging expectations, such as “I feel that everyone cares enough about their grade...”
5. Classroom Management a. Teacher is well organized and prepared b. Teacher keeps students on task c. Rules are enforced in a fair and consistent manner d. Transitions are smooth and efficient
a. Oral language and tone are appropriate b. Diction and volume are clear and audible c. Body language is appropriate d. Eye contact is maintained e. Teacher listens and responds to students f. Written language is accurate Examples: Overcomes other talking by raising voice as necessary, and uses body language to direct students with hands and arms. Writes brief, precise instructions.
Examples: Student driven session allows a jigsaw of student answers that, when compiled, forms the complete solution set to the quiz so that the students can learn off each other, facilitated by Malay's directions
Examples: Gives grace with excited students who are “wide awake” by third period, but also disciplines individual actions and when necessary, separates individuals to give specific disciplinary action. Does not condone rude or disruptive behavior, nor ignore it.
7. Communication Skills
6. Relationship with Students a. Teacher shows respect for students b. Criticism is constructive, positive and specific c. Critique is of action, not individuals d. Teacher helps students reach high standards and build self esteem Examples: Uses title of “Ladies and Gentlemen” and verbal etiquette such as “Thank you for...” and “Please” Affirms students with encouragement such as “Good job!” and not only for academic achievement, but also for actions such as moving into groups fast
Examples of Amanda Malay's Communication to the Class • • • • • • • • • • • • • • • • •
“Good morning everyone, I need everybody in a seat please” “Overall we had some major struggles” “What I need is for everyone to listen...I'm gonna offer you a reassessment tomorrow so you only have one day” Malay numbered assignments given out on quiz corners → moves to different parts of the room during group time “I need your attention...right now I should hear nothing but conversation about this quiz—you have five minutes” Walks around to different groups swiftly, spending necessary time at each “Thirty seconds...thirty seconds” (repetition) “Everybody head back to your seats quickly” “Remember...correct them on your paper” “You gotta do the homework” (emphasis on “gotta”) “Please find the question that looks like this...” “I need your cooperation and your following along” “Shhh..shhh..shhh” (repetition) “I feel that everyone in here cares enough about their grade to put their effort into this” Walkabout down columns while talking seriously about the reassessment “Ladies and gentlemen, I am this close to canceling the reassessment. The front of the room needs to get to work.” “Tyler and Nichol step outside”