ee ; Classroom Observation # Veacher sien ~Tena fed tebison Grade Unit or Lesson x ‘ Expmdd ate. 2 ca buly LEARNING ENVIRONMENT ‘4 Ofginteation \€ teacher presents a lesson ct plan that has a cl ‘annem tmarcieraasageeettises_| st? phoma cliveen 2 he lesson. The teacher has available well-prepared fat 4 , -“ or well-chosen materials for students. 2. Clarity } The teacher speaks in a clear, easily acy gee d : , easily understood : voice and tells the students what is expected of “~ y them. The teacher gives clear, easily understood feedback to students. The teacher's directions to students are clear and easily understood. = —~ IIa ee ee) 3. Presence ! J, The teacher displays a sense of self-confidence in Jy errclond . the classroom. The teacher looks and behaves in a professional manner and is authoritative in the conduct of the class. The teacher consistently monitors the progress of the students, -~ 4, Engagement - / The teacher makes the lesson interesting The sracher seems to enjoy the esson and displays a yJ22 Lows’ personal interest in it, The teacher displays 2 sense ‘of humor in a positive manner. Fs pete arg i gs | pred pnd Anne ‘The majority of the students are actively engaged ‘ } see arming tasks which are related 0 goals and L~ Sift ) objectives from the curriculum. The teacher provides good suppor of student dignity. 6. Discipline ‘The majority of the students are responsible for their behavior. The teacher's management of the | students is clearly established. The teacher consistently monitors the behavior of the students,“NH. INSTRUCTION 1, Interaction ‘The teacher displays an awareness of each student and is actively engaged with the students, The teacher actively seeks student Participation, _ 2. Knowledge of Students ‘The instruction is differentiated for each student’s level of achievement and the teacher demonstrates a knowledge of each students’s level of achievement. The teacher demonstrates good rapport with students in the class. The teacher expresses faith in] the student’s ability to perform well. The teacher helps students form a good self-concept and shows respect for student ideas. The teacher praises the class for good performance. 3, Intellectual Stimulation ‘The teacher's questions require student responses at various cognitive levels. The teacher's responses to pg) Stents’ answers are accepting and encouraging valu: ‘ the teacher has a systematic way to evaluate the progress of students and gives students ways in, 4 which they can improve their achievement. The teacher shows evidence of a systematic way to evaluate his/her performance. 5. Consistency is consistent. Hes The teac! 5 t wag agen Aad castle Pe bn 7 bloc at wer Componeel 7 Si ee ‘deck § Yererene « Mya oe sare heal affiting) Gps eran he wen pn ot th ann ant doe en te ab afok oo yaur Lerkinee cyae cluulbpmen ant or fftnn Setar Qa hoda F Fenafer Hutchison CRITICAL . march 20s TEACHER BEHAVIORS _ ) - Math. C1eid sam) Not / ol A. Clarity bserved | Observed ‘Comments s d uw The teacher speak von ger : , peaks clearly. le ye peach os’ VOI The teacher's instructions are given clearly. — The teacher’s objective is sondenia chen ij s are clearly stated in ue . Organization ‘The teacher presents materials in an orderly Wet ong ef manner. - plot - ‘The teacher integrates, relates, and categorizes to aid in student comprehension. - . Enthusiasm ; _, geod! ‘The teacher is energetic, stimulating, and v. wer" | involved. The teacher appears to enjoy both - content and process of the lesson. |. Support of Student Dignity . Interaction - Knowledge of Subject Matter The teacher establishes a classroom climate where the basic dignity of students is supported. The teacher avoids embarrassing or criticizing students. The teacher refers to each student by name. ‘The teacher projects command of material. ‘The teacher answers the student questions and concerns, or redirects them to appropriate resources. lacey prodiackt Gee f Jor geod (Continueda] 7 Not Observed | Observed Comments Te. On-Task Time — Teaching Inventory ‘The teacher actively engages in the W. jpolihione l teaching/leaming act. rg ‘The teacher actively supervises seat work and makes himself/herself easily available to students. “The teacher keeps the majority of the students involved in the lesson, most of the time. e H. Articulation Expectations for Students ‘The teacher spells out his/her expectations for J | student achievement. ‘The teacher expresses faith inthe students and) { their ability to achieve. The act co dan Lcfion to ete Analysis topic cures 2 plowed for cnet paertec to tte efene, Te Gora ion roe you > prank Varnoees Gert Jka tl im send toon Hit afer docks >. “Tle ech beak poled prow bed) for tfaaclube em 2) J. Interaction food ie | “The teacher provides opportunity for ease a expression of opinion, assenting and - dads | dissenting. A ee Yorious £2 “The teacher uses student ideas and comments. “ 4 gmp: ae | General Comments: ee gophe yes iets sevesl $0-+e guclefoor shade, es 12 ord pated ene Le 7 Dar atid cmebecatoncling He pat re aa 2 a Aine barfone he onscewe iS Gite «Vew yo an 7 : 18s St. Thomas University [SEER SUAPRe ae Veta ee Jennifer Hutchison ‘School Placement: Moet genrescs ad. Elem ~ i Observation F ee | , form #1 /; perating Teacher(s): = alent Date/Time: 2A B16 STU Pasty Meee oF ela a-be* \ Lesson Preparation \ mY * Evidence of planning and evaluation ~ | Rmeate SOA SHudie = he: = + Subject knowled - ‘ ge - : * Pedagogical content knowledge — Wes pupae * Adapts curricula to meet learner needs * Purpose of lesson clear * Appropriate length < Teaching Skills * Clarity of presentation(s) : * Questioning technique(s) <=—————=P. Ax - th Answer. * Variety of teaching methods ~ riety of teaching metho bts of Feed beet. frm yore ahebeds « ‘* Incorporates student contributions —~—| p Management/ Organization | «© Organization of activities for ell learners The poakes ccc¥: 0 good) + Deals successfully with behaviour problems + aekied ro « Facilitates whole/small group discussions ~7 table qrocps - ° Implements inclusion strategies as needed * Smooth transition between topicsand =] Coneda ~hetrani be activities attain to & or Opler Moor - Classroom Climate = Cammnieats expectations Tbs a laedl to ict hain opanciwer = Creates secure atmosphere for students — © Fosters critial thinking kils/independence “| fs + a on phe - Cae om Morac, © Models respect for all individuals . , s ° ope adlierad om sHhis topic.