Student Teacher

:

Chloe Rakos

Supervisor:

Lauren Delisio/**Diane Giannola conducted the observation

Date:

December 10, 2015

Visit #

6

Summary of Pre-visit Conference/Goals for this lesson:
 Provide explicit directions for what students should be doing at all times
 Continue to work on scaffolding strategies
 Use different strategies to teach the learning objective
Student Teacher Reflection:
This lesson was planned very strategically to go after the lesson from the previous day. I
introduced character personality traits two days before teaching this lesson. The first
lesson I did was very simple and just introduced the concept of character personality
traits and introduced some personality trait words but after reflecting on the lesson and
assessing the students through an activity sheet in which they described themselves using
trait words, I felt that the students really needed help understanding what many of these
words meant. From reflecting on this, I planned the next day’s lesson to be a lesson in
which the students acted out, with my help, what these words could look like from a
character in a story. I felt that this lesson really helped students to understand the words.
Then in this lesson, I wanted students to see how they can use text evidence to determine
a character trait. Many of the character traits in the text used in this lesson were traits that
we acted out the day before.
During the lesson, I felt really great. I could tell that students were really starting to
understand the words we had learned because they did even better at connecting the traits
to the text evidence than I expected. There were a few times I had to scaffold the students
into an answer but I felt that I was not only helping that student but also helping many
because as soon as I started scaffolding, more and more students hands raised with ideas
for an answer. As I was conferring with students as they were completing their activity
sheet, I was very pleased with what I was seeing and getting a good idea of students who
were really getting the concept.
I felt very good about this lesson once it was complete. I felt that I really met many goals
and had come a long way since my first lessons in this classroom. I consistently feel very
confident in my teaching but still see where I can improve.
Supervisor’s Feedback:
Today you taught a reading lesson focused on identifying character traits using text
evidence. You have an excellent rapport with students, and are professional and friendly.
You refer to the children as “friends.” You provided clear transition and directions and
expectations (e.g., submit papers, move to carpet asks children to respond to character
trait questions.)

During the modeling/read aloud portion of the lesson, you made clear connections to the
character development, as well as connections to brainstormed descriptive words from
the previous day’s lesson (students acted out a list of words that were projected on the
board). Additionally, you utilized good questioning techniques, by probing students with
open-ended questions such as, "How do we know?” and “Why wouldn't you say this
character was sad?" You assisted students in using the text as a resource to find
information. Your inflection throughout the read aloud provided prosidy to support
context clues in text. Your big expression when reading clues, i.e. "he went ON A
JOURNEY" helped students make connections to the word, "adventurous."
Multiple opportunities were provided for formative assessment through questioning
different students during the lesson on the carpet, with clear, specific questions directly
related to identifying character traits, which was the lesson objective. Again, students
used multiple resources (character chart, model worksheet and text) to support
individualized instruction.
You moved around the room during independent practice, checking progress and
providing specific support when needed. Again, you asked probing questions like "How
do you know he is patient?," which provided opportunities for student success through
questioning rather than providing the resource or response yourself.
You maintained good classroom management at all times with transition cues and
redirection quietly for one student who was off task. Addressing the child very quietly
with a positive tone moved the student to appropriate behavior without embarrassing her
in front of her peers.
I love how the children moved around the room to refer to the different resources for
reference. There was a positive and healthy social learning environment among children.
One suggestion: When you review each student's worksheet, ask the student to read their
response, for reading fluency practice and so that you know they did not just copy
information from the chart without comprehension!
Other strengths of your lesson included good use of positive reinforcement and wait time;
the use of multiple learning modalities during instruction (e.g., use of conversation,
acting out, and text); clear, explicit follow up for individual assessment; clear modeling
when completing the “Character Trait” worksheet.
Terrific job! As student teaching is ending, you are confident and exhibit skills of
seasoned teacher, preparing and implementing effective instruction and assessment by
providing a positive classroom environment that engages children!

Cooperating Teacher’s Feedback:

I agree with the above comments. Chloe has built upon previous lessons, which allows
for students to connect using prior knowledge. She has also built a solid relationship with
the students through mutual respect and clear expectations. She will make an excellent
classroom teacher!
Review and Revision of Personal Goals:
 Provide explicit directions for what students should be doing at all times – I feel
that this has become more and more of a consistent habit of mine that I do not
have to as consciously think of as I am teaching. I feel that I did well with this in
this lesson but there was one student that was completely lost with what to do
during the independent practice and a few that were confused so I think I could
have done an extra check for comprehension of directions that would have helped
these students.
 Continue to work on scaffolding strategies – I feel that I have really made
progress with my questioning and scaffolding strategies and showed these well in
this lesson. I was sure to never give the students answers to my questions but to
continue to question or give them hints until they were able to get there.
 Use different strategies to teach the learning objective – I felt very good about
how I have been doing this with my lessons. I clearly connected the strategy we
used yesterday to how it could help us to day and was pleased with how it helped
my students to reach our learning objective. This is something I want to continue
to keep in mind for planning when I am teaching.