i MURDOCH SB= UNIVERSITY DH tnvenmnasan Observation Sheet ~ Questioning (Please complete this form for both primary and secondary professional experiences and place in your ePortfolio) Graduate Standards - AITSL Professional Knowledge: 4. Know students and how they learn Professional Practice: 2. Plan and implement effective teaching and learning Question Type Dovutiivrgadtee (To pester | ve wom a were clearly structured and Jeey that each greshen eed be rast, readily understood by the > knewledgg wd unter students? | Increasing the shea = [standing The sheers shored cleacly that | ay ondersfood tare pushen®- | oe 1 ek oe apes ond chem [pokes theerthet My cupavence, choosy strehired ae Did you use a variety of | question types? : dae most appeprate quesher fie Hee each | eppeckenihy . | aoe ]( maittained an even balarce of apen ~~? What balances was there e | between the various Closed Gueshvrs thevshort Ane intsduchens [eecmeet |b the Wrsen, than moed rahe more clared quotes che heybaing the teks, T wed pen qveshons mone In te infroduchng Consider both why and ma fe do se. Denny s this Oss on appeopock when you made use of the |“* this oss Mee - different question types? | die bshs, Closcd gyerhens Were mech more atorpdole os Matlimabics needs sce Murdoch University,Distributing and Directing Questions on : There 4S 6 Shall group prrbepebeg fn the patom nthe dstnbutonof | 2Keas, while te othes wert hesitant b your questions amongst the ax or, filiimayh | attemphed be distibnte the | students? Consider |quskess, st vies dilbicul bo distibee teenty. reasons forthis pattern? |e a. this ic becoute He small mp MAripabng fee mere willing be lence « i ead «| [1 asked bot tadividuwl shdenhy ond He hole |cless+ This ensmed shdeab Wee prying Lteakon, ard attenpted te ondertend He quastions« \V used appaprate wet Hoe for each Have you used “wait” time? | quesp ea relga os iy ap 4 i 2 aided ) there pat enough hee For tack hon |msured fo compute o- owerstal He getakin wd WHF T meade eye contact Wh each Shydent hid Didyou make eye contact |) \i eyed querbers at an indiv'¥ial eno | with the group as you directed your questions? He Choke class. | How have you directed questions to the group? Reactions to Student’s Responses | T gave posiive pmise fo fg shoB che How do you deal with | : e correct responses? Do you | Jume comeck ansne-S. This frmue bias | qualify any praise given? i Finple, yet etterke. 1 qetept > tleie anaes, and posiketly bl) them How do you deal with phe BL. incorrect responses? How | "* 7" Rate, shen ts shuggled be do you deal with students | isd me censwer, | allnes c coat Hime, fen who stumble and grope for. - ananswer? Set res ee i ‘Murdoch University 1What use do you make of the student's responses to develop the teaching point? Have you redirected any questions in order to add to an initial response? J 1 asked the shidert/s fe elgbocnte 07 their answer bo ensere they vedeshood how and aby | Hoey get Me anserer, | nedincted and aades gotbenal gyeshbas he expar? Sanh Knowleaye and ander standing | Are you the only evaluator | of the student's answers? Yer bss tee only Pre-service teccle jin te class, ath, tc. pane tencke wooteh ing Pe he ce eh tiga, Overall Comments Murdoch UniversityObservation Sheet - Management (Please complete this form for both primary and secondary professional experiences and place in your e portfolio) Graduate Standards — AITSL Professional Practice: 4. Create and maintain supportive and safe learning environments 2. Planning for Effective Management Was your lesson plan The shidenh reacted ce fe my basen plan, effective for managing the aa: gad were engaged in the learning 600 Compbibea | 4 Moir cook, Sheet Was mishebanry | | e.g. How did the students ah | aioe lowonovemit| eae 1 as Sten en ote and to your planned Gijlects < ubich | HIRE Merger myself activities? ess ene Hat a steeth he te ot ee ees S lise Wa ele ete 2 Pre The timing for Mey echuihas went ell, chdents eroegh fume Were you satisfied with yourtiming, particularly for | compte te necessery fasles. | buiewe | the end of the lesson? behawovee! mare jenny Did anything unexpected happen? | Did you provide a variety of activities? on. Gileuary all Could Charge minor Did you feel you were able |j( { nwaed to change things if needed? | seo Were you aware of dass eontoeaeeeTineaaieas (xo ee teem crmmesree™- I school disciplinary policy? 5 hoder ts How much did you know had & bese vaders tard ny of tas about your students? aa Ne cccden= sale of He stn How did your mentor lees pill te eterere! stow ob thee teacher maintain a safe shodents- The feacler ensured te clessroum learning environment? was clean niall chairs cree pushed yn. What strategies did your i Bae observe your mentor she sok fs steak be Spand jest 5 teacher usingto maintain |mtavten Ri class clearing Heir mers. this? ‘Murdoch University 16Maintaining a Positive Attitude in the Classroom [ fob Fine onk fo penk the shweate 9nd ensured How did you demonstrate to cl Sa eo ches | “the students that you valued | >/°7* foe eh 8 e ces them, and enjoyed Waceten sll eeelne | q learning? ease x komen ee class and v3ed ag Tow orvecel tot” base agape, OO Praermtly pet expression, sense of EN jee, humour, introduction to | students and topic. fhink 4 Sense umeve and a Which aspects of your ite a: se of hime s oo “teaching style do you feel he\pod mainte theshaets - attenton helped youmaintain lass |), ead lets ae qrakensy | invclving attention? fhe uhik class jn te disor Srons. | e.g. Variety of activities, class or group discussion, pace of lesson, interest at _class level._ Tgae be Goenh Clear, eoneiin inshuchons Did the students know what |was expected of them? | by ensme everpere understood: Teese fe Sedents eragh ook fo Gmpbte | oe | Were OUBDE TSR A eeeyi, caler, divert yste CWS be dobry | energies of attention c seeking students? Didthe tei~ work or pachcipatrg 1% consruchre | students have enough ier Converse hen Murdoch UniversityDealing with Minor Misbehaviour | | oteod st te Gent of He less tihile Were you aware of what was happening in all parts 7!) 69 He Ub te boned, then calfeed of the classroom? Did you . ee all ehanlee Lhe eal [know what each student arev") class te ebverve wee was doing? Hime ( consad sbserving the class oes tag Watas on the beard. Pee ee ee lpajorecseyeaa LV asked = grap of ghonk Who ment | ale gue | when you observed poor (iSlening Yo aasuer gueokens, behaviour? Why? Wt : | not? yay ong shdett « decdline b complobe sere work Le by fe erswe he wes Concontmbag | N used beth verbel ord nan yebad coer, Some aun Did you use non-verbal S | cues? e.g. Contact, pause, Verbal eves | used were ey¢ contact, POSE, gesture, movement toward —>!tnding ewe Misbehaving shoenb, typing on a eee dlenk at cbvicusly looking a the clock Overall Comments ‘Murdoch University 8Schools as text - looking at the whole school Describe the school in terms of its demographics, appearance and resources (be general here and do not name the school). he «lest Unleaded wes Gerding Middle class een, vik = eye f miadle clacs shaderb, It ts @ modem school, uth Omenge fF facilihur, reneuress and area fo add mace Wwildings/ facilis if reed, Ub alse bas o lane frnge of {Gent teachers. What were the roles and responsibilities of the teaching staff you observed? The Feaching sho were erfensible far Planing ell class Lessors, Melding phebocopging gl relevant torlyherts end fesks, They also needed Maintain betel puaithment and ewords be alt classes and provide sine brve School epipment such 95 fer pencils, les Howgh te calculators. They wee feded © prise sprert Stu Stodends throngh emetional and acadeens< After discussion with your mentor teacher describe | ‘Murdoch University 3!how policies and processes of government, administration and schools have an affect on the work of the teacher? Thare (elicien cand procerses gr a basic starking gat on hat all feuclers ort eqected fo demch thegrort the years Lh abso yen qpneies or how be deal with shents, poreats, Ha teaches, shool cierkers any other persm Lbs enters the School preniseo. and Murdoch University 80What did you observe non- teaching staff doing to support teaching and learning in the school? The only nen teaching shol€ | observed ene the cecepherisk/ Front Jerk Stel. There stilt ensured the vistbocs fa He Sthod wee accombed fer, ond Were tn charge of ging uniform on fin yonen Bf ond late pesca te shdens. They ove cee ae,” besi< toe al her sheR the school. Students. You will have observed the diverse nature of your classes. How was this diversity supported? Ale feorker teeted exmryor eqyally, elfing excl individvert dite they ateced, Sle abe Bene aah puschanent fo all shoe equally. ” ‘Murdoch UniversityFunction of Schools schools with the broader community? How did this happen? 1 didat see ary connechons wih He breader community ofhe- Phan the fea ches organising meshags OA shoots perents if needed « What do you think the function of school is? PRE Hestckin dl sets cc & ledumte the popviebin and lenprw ee HHhe Futoce Ger the individuals eno He Community as 9 hole The Stents also el a sense fi belonging ond gt Some shuchre fa flan ver some tbe Yel they con fel safe. ‘Murdoch University 82