Directions: A requirement to successfully complete Education 1100 is the completion of a minimum of 15 hours spent observing in a public

school K-12 classroom. While observing you are to look for the following indicators, provide examples, and reflect on your observations for
each indicator. You may or may not see all indicators listed below due to the limited amount of time you spend in your cooperating teachers
classroom. You are however required to learn more about each indicator. Therefore you must have a conversation with your cooperating
teacher to understand the indicators not observed.

Classroom Setting
Indicators

Examples

Reflection
The classroom atmosphere is very inviting. The
door is open for people to walk in and the
students are comfortable interacting with the
teacher and each other.

Classroom Atmosphere:
Teacher- student and studentstudent interactions.

Organized
Students work both with teacher
one-on-one, and in groups with
each other

Classroom procedures:
Groups, materials, supplies,
transitions, and, routines.

Classroom behavior:
Expectations/rules,
monitoring, and response.

Classroom layout:
Arrangement of furniture,
resources for student use, and
technology integration.

The classroom is organized and students have

Materials are available to all
pencils, markers, papers, and other materials
students in specified spots
Students are in a routine and need available to them.
Students are able to transition from one activity
little direction
to the other without direction from the teacher.
Students use proper voice levels based on the
Signs regarding noise level are
activities they are participating in. There is no
around the classroom
talking during read to self, whereas during Daily
Students are aware of
5 students are able to converse with each
expectations and follow them
other.
Reading area has chairs and a soft mat so when
Everything is in a specified spot
the teacher is reading to the class or presenting
Reading area is well furnished to
to the class students are able to sit
make it comfortable for students
comfortable. Computers are available for use
to sit
during Daily 5 and students do a good job of
putting them back when they are finished.

Teaching
Indicators

Examples

Reflection

Communication: Learning
outcomes, expectations,
directions, explanation of
content, use of vocabulary.
Questioning and discussion:
Blooms Taxonomy and wait
time.
Student Participation
techniques

Activities and assignments

All students work together in groups

Each student within each group has a role
to play: one student is responsible for
handing out papers, one student is
responsible to make sure everything is
cleaned up properly
Daily 5 routine- students are to complete
certain activities based on what their daily
5 is.

Grouping of students: Whole

class, small groups, pairs,
individual, etc.

Daily 5 is separated into groups

Whole class participates in discussions on
new lessons

Materials and resources:

Primary and secondary
sources

Classroom has both fiction and nonfiction

books available for any student to read
Computers are available for Daily 5

The teacher allows students to

govern themselves within their
divided groups. At each table a
student has a role to play which
helps teach them responsibility.
Most of my observations were done
during Daily 5, where students break
into groups and work on activities
such as buddy read, computers,
creative writing, review activities,
and group lessons with the teacher.
Most activities are group based.
During Daily 5 students break into
groups and work on their activity for
the day. Word sort groups are
divided by students based on their
learning level.
Teacher requires students to read
both fiction and informational texts
during their read to self. When a new
book is introduced, the teacher
encourages students to read it during
read to self.

Pacing: Gaining attention,

transitions, reflection, closure,
wait time, etc.
Improvisation: Making
adjustments, flexibility based
on the student needs

Teacher is able to change lesson plan to

give more time for students on certain
activities if needed

When an activity took a little longer,

the teacher would allow students to
work at their own pace, and did a
good job of making sure transitions
from one activity to the next were
smooth.

Student interests, culture, and

other diversity incorporated

Lesson Planning
Indicators

Examples

Reflection

Teacher introduces material to students and

goes over key concepts.
Students apply concepts and newly learned
material into workbooks by graphing or
scrapbooking.

The teacher does a good job at making

sure students have learned and
understood the lesson taught by creating
activities that have them apply the
concepts.

Different types of learning materials available

for students. (informational books, posters,
word wall)

The students are encouraged to read

informational books that might be a bit
challenging to help them try to push

Concepts, skills,
prerequisites, and
pedagogy
Student abilities,
interests, learning
styles, level of
knowledge, culture,
background, and
needs.
Learning outcomes
linked to standards
within and outside of
the discipline that are
able to be assessed
based on a diverse
population of
students.
Classroom Resources
to enhance the
teachers professional

knowledge and
appropriately
challenging student
materials that fit the
learning needs of all
students.
Learning activities
sequentially designed
to engage and
advances students
learning.
Intentionally
organized student
groups created to
support learning.

their limits and try new reading.

Daily 5 included different activities that

allowed students to apply knowledge to writing
and review.

Daily 5s are designed to allow students

to work in groups and independently
work on writing and review without much
direction.

Students organized into groups to help each

other with word sort.
Students organized by desk placement.

Word sort is organized by students based

on their abilities, and students whose
desks are grouped together work
together during classroom activities

Formative and
summative
assessments aligned
to learning outcomes
that drive planning
and instruction.

Assessment
Indicators

Examples

Reflection

Criteria expectations

Monitoring student learning

Feedback: Timely,
substantive, constructive,
teacher proximity, provides
guidance.

Teacher sits with certain students, either

one-on-one or in a group during read to self
and Daily 5 to set goals and assess where
students are on projects
One-on-one time with teacher provides
students with feedback on what they are
doing well and what they can improve on

One-on-one interactions between

teacher and students allows for
individualized lesson plans based on
the students needs.
Teacher gives feedback to students in
a positive way and helps guide them
to overcome obstacles on their own.

Student participation: Selfmonitoring.

Formative Assessment

Summative Assessment

Grading system: Traditional,

standards-based

Students work on problem solving by

themselves and are able to identify when
they make a mistake and how to rectify it

Students are very independent and

rarely need direction. On the days
where there is a substitute the
students help guide the sub on daily
routines.