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  • Week12 Studentteacherobservationsreflection

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    This document reflects on observations of student teachers. It argues that written anecdotal feedback is the most helpful type of feedback for student teachers, as it provides context and reasoning for ratings while highlighting specific examples from the lesson. Without such feedback, student teachers do not know where to focus their efforts for improvement. The document also discusses the importance of balancing positive and constructive feedback, focusing on one area for growth at a time so as not to overwhelm student teachers.

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    This document reflects on observations of student teachers. It argues that written anecdotal feedback is the most helpful type of feedback for student teachers, as it provides context and reasoning for ratings while highlighting specific examples from the lesson. Without such feedback, student teachers do not know where to focus their efforts for improvement. The document also discusses the importance of balancing positive and constructive feedback, focusing on one area for growth at a time so as not to overwhelm student teachers.

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    12 views1 page

    Week12 Studentteacherobservationsreflection

    Uploaded by

    api-321767696
    This document reflects on observations of student teachers. It argues that written anecdotal feedback is the most helpful type of feedback for student teachers, as it provides context and reasoning for ratings while highlighting specific examples from the lesson. Without such feedback, student teachers do not know where to focus their efforts for improvement. The document also discusses the importance of balancing positive and constructive feedback, focusing on one area for growth at a time so as not to overwhelm student teachers.

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    Week12StudentTeacherObservationsReflection

    MariaStyers

    Ilikethewayyoucommunicatedtothestudentteacherswhatyounotedintheobservations.Theforms
    arestillusefulandthetechniqueisstillvalid.Althoughtheratingscaleisnecessary,themosthelpfulfeedback
    istheanecdotalfeedbackbecauseitgivesthereasoningfortheratingsandalsohelpsthecommunicationand
    reflectionforthestudentteacher.Thenotestothesideandbelowtheratingsheethelpthestudentteacherget
    detailedfeedbackthathasspecificinformationfromthelessonoftheday.Withoutthistypeoffeedback,the
    studentteacherispuzzledbytheratingsanddoesntknowwheretofocusherefforts.Iftheratingishigh,she
    maythinkeverythingwasperfect,whichperhapsitisnot.Feedbackiscrucial.Thereareothertypesof
    feedback,suchasoralfeedbackthroughdiscussionsandreflectionsbetweentheobserverandteacher.
    Writtenfeedback,howeveristhemosthelpfulsincebothpartiescanrevisittheobservationtimetomeasure
    futuregrowth.
    MymotheriswhatwetermaMasterTeacherinourschoolsystem.Sheobservesintheclassesofall
    beginningteachersthroughyears1,2,and3.SheandIhavediscussedthebalanceoffeedback.Itcanbe
    devastatingtoonlygetnegativefeedback,sosheworkstoverycarefullysharesomepositivefeedbackeach
    timesheobserves.Shemustalsogiveareasforimprovement,butitcouldbeoverwhelmingtofocusontoo
    manyareasforgrowthatonce.Instead,shefindspositivesandfocusesononeareaatatimefor
    improvement.Typically,thefirstareaofimprovementisonesheknowstheteachercanreachwithafew
    suggestionsandfindsuccess.Ithinkthisstrategyisgreat.Eventhoughherworkisnotformallyevaluative,it
    doeshelpthesenewteacherstogrowwithcomfortablesupport.
    Inyourexamples,Ilikedthefeedbackgiven.IfIwerestudentteachertwoandhadseverallowratings,I
    wouldliketohavehadmorewrittenfeedbacktoshareideasforimprovementortopointoutproblems.Itwas
    sonicetoseethegrowthforteacherthree.Usingthesameformshowsthegrowthanditisapparenttothis
    readerthatyoureviewedthefirstobservationasyouwrotethesecondonesoyoucouldshowthisgrowth.It
    thinkthiswouldbeagreatconfidencebuilderfortheteacher.

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