11/18/2016

StudentTeacherObservation(Elementary)

Student Teacher Observation (Elementary)

Indicate the number that best indicates what is observed. 0 = unable to observe, 1 = weak, 2= below
average, 3 = average, 4=strong, 5 = superior
* Required

Student Observing *
KatherineWassom

Name of Observer *
AnnAbel

School *
RheaValleyElementary

Grade *
K

Date of Observation *
111716

Aims
Clarity of aims
The purposes of the lesson are clear and relate to the Standards of Learning. They include the interests of the
students.
0

Appropriateness of aims
Instruction is differentiated by content, process or product so that the aims are neither too easy nor too
difcult for the pupils. They are appropriate, and are accepted by the pupils.
0

Comments and Suggestions:

https://docs.google.com/a/ehc.edu/forms/d/e/1FAIpQLSdqWMEsN4R13YckI4GjRh15xnosE0Y7JCK87WhdtLtsFC1anQ/viewform?c=0&w=1

1/5

11/18/2016

StudentTeacherObservation(Elementary)

Thechsoundwasfeaturedinthislessonwithactivitiesbeginningwitha
reviewofsightwordsinagameformat.

Planning
Organization of the lesson
The individual parts of the lesson are clearly related to each other in an appropriate way. The total organization
facilitates what is to be learned.
0

Selection of content
The content is appropriate for the aims of the lesson, the levels of the class and the teaching methods.
0

Selection of materials
The specic instructional materials and human resources used are clearly related to the content of the lesson
and complement the selected methods of instruction.
0

Comments and Suggestions:

Performance
Classroom climate
The climate of the classroom is positive and respectful.
0

https://docs.google.com/a/ehc.edu/forms/d/e/1FAIpQLSdqWMEsN4R13YckI4GjRh15xnosE0Y7JCK87WhdtLtsFC1anQ/viewform?c=0&w=1

2/5

11/18/2016

StudentTeacherObservation(Elementary)

Beginning the lesson

Pupils come quickly to attention. They direct themselves to tasks to be accomplished.
0

Clarity of presentation
The content of the lesson is presented so that it is understandable to the pupils. Different points of view and
specic illustrations are used when appropriate.
0

Pacing of the lesson

Student learning time is maximized through the use of routines, smooth transitions and organized procedures.
0

Pupil participation and attention

The class is attentive and pupils actively participate in the lesson. Students perspectives are encouraged.
0

Feedback
The teacher supplies appropriate feedback to student responses using scaffolding, prompting thought
processes, providing information, encouragement and afrmation.
0

Language Modeling
The teacher facilitates oral language development through the use of conversations, open-ended questions,
repetition and extension, self and parallel talk and advanced language.
0

Ending the lesson

The lesson is ended when the pupils have achieved the aims of instruction. There is a deliberate attempt to tie
together the planned and chance events of the lesson and relate them to the immediate and long-range aims
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3/5

11/18/2016

StudentTeacherObservation(Elementary)

of instruction.
0

Teacher-pupil rapport
The personal relationships between pupils and the teacher are harmonious and positive.
0

Comments and Suggestions:

Evaluation
Variety of evaluative procedures
The teacher devises and uses an adequate variety of procedures, both formal and informal, to evaluate
progress in all of the aims of instruction.
0

Use of evaluation to improve teaching AND learning.

The results of evaluation are carefully reviewed by teacher and pupils for the purpose of improving teaching
and learning.
0

Comments and Suggestions:

Evaluationisongoingwithoralactivitiesandmanyopportunitiesforstudent
response.

https://docs.google.com/a/ehc.edu/forms/d/e/1FAIpQLSdqWMEsN4R13YckI4GjRh15xnosE0Y7JCK87WhdtLtsFC1anQ/viewform?c=0&w=1

4/5

11/18/2016

StudentTeacherObservation(Elementary)

Overall Comments and Suggestions:

GoodlessonwithactivitiesrelatedtothegoalStudentshadmany
opportunitiestoparticipateandrespond.Suggestion:whenreadingaloud
tostudents,slowingdownwouldallowabetterresponsewhenaskingthem
tolistenandreacttothechsound.

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5/5