Observation Form

Instructor: Alli at Creaky Tree field for Monday expectations at 2pm on April 20, 2015
What made your lesson powerful and things to consider:
OverallYou introduced this as something that makes you nervous (singing a song you
have written for them). Great way to start a culture of error or risk-taking. The added
info in the song was more the icing than the main point, it seemed.
Circleone student had to be invited into the circle and tried to leave almost
immediately (Caden), while another blurted right in the middle of your introduction
(Sam). You passed up some chances to be extra firm, probably as an effort to build more
of a connection before you might have to do some correction?
Songthe song itself got them de-inhibited, singing along and doing the motions. This
seemed to set up risk-taking as well as your rollout earlier.
Upsetthere was one girl who was upset and left the group at one point. You kept your
instructional momentum for the moment, then checked in with her a few minutes later
when she seemed to have regained some composure. I was wondering if there was
homesickness or something else? It seemed like another student was stepping into the
role of helping her, holding her hand and walking with her to the next spot in the field.
Positive Mental Attitudeyou mentioned this right away as a key to the week. You
started with using the acronym and then moved to explaining it just after. This seemed to
build a bit of suspense since some of the students immediately started jumping in with
ideas about what it could mean.
Transitionduring this first transition, you had the challenge of interrupting boys and
super stoked girls. Lots of energy to be channeled, in other words. You moved between
students, split up the disruptive ones, and kept the introduction to the next activity short,
all probably as a response to that.
Standingone decision point that stood out to me was that both your circle during the
song and your one to explain the hidden objects were standing. Your reset circle after the
bathroom break was also standing. Considering the energy of the group, why didnt you
sit them for one or all of these circles?
Silencewhen the groups first removed the bandanas and began observing the objects,
you asked them to write silently for the first 3 minutes. Within the first minute, I counted
7 out of 9 students who had talked! Yet more evidence of their energy level. When you
reminded them of the silence needed, they talked to each other much more quietly
thereafter.
Excitementthe objects for observing were great. Lots of oohs and aahs when the reveal
came! It looked like you were setting up the week as full of mysteries and wonder.
Learning progressionthis built very well. You asked them to write two things they
knew for sure about the object they were looking at to start. Next, when asked to
generate as many questions as possible, they were quite engaged at the beginning. They
generated lots!
Bathroom breakthere ended up being a spontaneous break for the bathroom for the
entire antler group. This presented a bit of a challenge, but you showed lots of flexibility
in allowing some free explore time. They were still showing lots of high energy and
some ferns, steep slope and a rotting log absorbed a fair amount of damage during this
part. This might have been ameliorated with giving them a respect cue, some boundaries,
a signal to come back, and safety considerations.
Resetonce students came back, you refocused the group before moving to the next part
of the lesson. You reminded them of a version of SLANT that you had introduced
earlier: feet on ground, hands still, facing into circle. Seemed to help.

No opt outyou thanked them (acknowledgement rather than praise) for answering
questions. You also mentioned that you might call on them even though they didnt raise
their hand.