Fa MURDOCH == UNIVERSITY PERTH, WESTERN AUSTRALIA Observation Sheet ~ Questioning (Please complete this form for both primary and secondary professional experiences and piace in your ePortfolio) Graduate Standards - AITSL Professional Knowledge: 41. Know students and how they learn Professional Practice: 2. Plan and implement effective teaching and learning ‘Question Type ] feel my sequence of questions were good and age appropriate. —~—~S~*d Do you feel your questions | Monty's Magnificent Mane was enjoyed by all the kindergarten students _were clearly structured and —_| My second choice of a book Phoebe's Feathers was too long and the | feadily understood by the children became restless. students? My sequence of questions were clear and were understood by the | kindergarten group. | Bloom's Taxonomy provides a framework for developing high order | thinking I tried to cover a variety of question types. Bloom’s level one knowledge was asking the students to recall Did you use a variety of information from the story that I read to them. Example What question types? crocodile going to do? What happened to Monty's Mane? | For Phoebe's Feathers (Literal) What colour is Phoebe? | Why didn’t she like being small and grey? | T tried to combine as many different question types from Bloom's What balances was there _ Taxonomy. Level two comprehending (Inferential) Why does Phoebe ‘between the various questions | want to look like Zelda? Why were the two grey birds happy to be | types? | friends? The children were able to show understanding of the facts | stating the main idea and interpreting the story | Analysis and evaluation, Why didn’t Phocbe’s new feathers suit her? Consider both why and when | Why was Monty happy with his Mane in the end? | you made use of the different | question types?Distributing and Directing Questions Did you recognise any pattern _ Itis important to ensure that quieter class members are involved in in the distibution of your _| answering questions. A strategy might have been to say, “would questions amongst the somebody else like to tell me what they think or can we hear from students? Consider reasons someone else who hasnt answered a question today.” {or this pattern? __ How have you directed used the story and picture clues to prompt the children to predict what | questions tothe group? will happen next in the story Have you used “wait’ time? _| Ineed to try and use “wait time more in future contact with children. the group as you directed your | questions. Di you make eye contact wth | cou ave made eter use of eye contact with the class Lashed avestons? | Reactions to Student's Respons How do you deal with correct | Give praise and say “Well done”, responses? Do you qualify any praise given? How do you deal with incorrect | be encouraging but don’t focus too long on struggling students who are responses? How do you deal Ving trouble in front of the class trying to find an answer, | with students who stumble and | sgrope foran answer? What use do you make of the Accept the students responses and then bring the lesson back to the main student's responses to develop point. I repeated some of the questions. the teaching point? Have you redirected any questions in | order to add to an initial | response?| ‘Are you the only evaluator of | The students are as well. For example the teacher might say “That's a [the students answers? ‘good answer. Who agrees with Reuben?” So they are evaluating for themselves peer responses, Overall Comments Questioning is a skill that develops with experience and exposure to the task with positive feedback and mentoring.Observation Sheet - Management (Please complete this form for both primary and secondary professional experiences and place in your e portfolio) Graduate Standards ~ AITSL Professional Practic 1. Create and maintain supportive and safe learning environments 2. Planning for Effective Management wasday Agus Sst Wednesday August 30" ‘Was your lesson plan effective Whole Class Monty's Mane Phoebe’s Feathers for managing the class? Lfelt this was a good Lesson Thad planned this lessonasa | ‘The class teacher observed it, Micro lesson with just a few | 2.9. How did the students | My line of questioning was effective _ students my intention was to react to your lesson overall | And I felt had timed it well engage with the micro group and to your planned activities? | for the age groups attention span. _And explorea line of questioning | The students enjoyed the story ‘The relief teacher insisted that this, |Did anything unexpected _ and were responsive tothe questions, lesson was not to be a micro group happen? | Tenjoyed the experience. It was fun. ‘The story was too long and the | | children became restless. |Did you provide a variety of | No it was story with questioning | activities? | | Were you satisfied with your felt Monty’s Mane ended well. __Phoebe's Feathers took too long to | timing, particularly for the end get through of the lesson? | Did you feel you were able to I followed my line of questioning _I should have changed things and change things H needed? cut the story short | Were you aware of classroom | The teacher's aide told us that they don't give the children stickers as. | procedures and schoo! rewards and that the children don’t do colouring in. | disciplinary policy? How | much did you know about your students? | How did your mentor teacher | maintain a safe learning | environment? | | The class teacher was firm, fair and nurturing. | What strategies did your (On the days I saw the regular class teacher with the class | | observe your mentor teacher she maintained order in a more approachable manner. using to maintain this? ‘The relief teacher however had a very strict and abrasive manner with the four year olds.Maintaining a Positive Attitude in the Classroom How did you demonstrate to enjoyed talking to the students and being with them in the playground. the students that you valued | them, and enjoyed learning? 29. Tone of voice, facial -—_ Tenjoyed reading them the story Monty’s Mane. I thought it went well expression, sense of humour, and it was a lot of fun. introduction to students and topic. ‘Which aspects of your Tread Monty's Mane in an interesting manner. The children were teaching style do you feel attentive, helped you maintain class. attention? 9. Variety of activities, class |The story Monty's Mane kept the children’s interest ‘or group discussion, pace of The second Book Phoebe's Feathers was not as interesting for the class Lesson, | at class le Did the students know what | Yes the students have been exposed to stories and question time before. was expected of them? | | ' Were you able to redirect. | They were absorbed in the Monty's Mane story. | energies of attention seeking | With time I hope to learn better skills of handling attention seeking students? Did the students students. | have enough todo?Dealing with Minor Misbehaviour | Were you aware of what was The children were sitting in front of me on the mat. | happening in all parts of the | classroom? Did you know | what each student was doing? | Did you take any action when The Wednesday lesson was good but the Thursday lesson finished | you observed poor behaviour? | poorly with the children restless and bored with the story that was too Why? Why not? long. The children wanted to go and get their water bottles on Thursday | because they had had enough of Phoebe's Feathers. I should have | handled it differently but these are skills I have yet to learn and this | Iesson was with the relief teacher and I had planned it as a micro lesson. | e.g. Contact, pause, gesture, But the time goes so fast. With experience I hope to be better. movement toward students, Did you use non-verbal cues? I could have made more use of different gestures or non verbal cues | ‘concerned. | Overall Comments‘Schools as text - looking at the whole school Describe the schoo! in terms of its demographics, appearance and resources (be general here and do not name the school) ‘The school is very well established and very well ] resourced. The children are well cared for. The schoo! is situated near other well resourced schools in a very good location. What were the roles and responsibilities of the teaching staff you observed? The teacher's aide is very competent and she has quite an influence in the classroom (observed the music teacher giving a class lesson in a ‘well resourced music room. The children were preparing for the end of year concert. The children were walked over to dancing lessons. | observed a sport lesson with two teachers. | visited the library to select books and saw a maths lesson going on in the library. Kindergarten staff walk the children to the car pickup area at the end of the day. The children are fully supervised at ail times during the day.f ‘What did you observe non-teaching | staff doing to support teaching and learning in the school? ‘The aide is very supportive to the teacher. Preparing and ‘organising equipment and cutting up fruit and generally keeping a good eye on what the children are doing.Students [ You will have observed the diverse | nature of your classes. How was this diversity supported? ‘There were a few children from different cultural backgrounds | didn't observe any special programs that catered for this diversity.Function of Schools id you observe the connection | | saw the year five students wrapping up father's day presents, of your schools with the broader | The Kindy children had made aprons for their fathers. community? How did this Parents would come in the morning to drop their children at happen? school | What do you think the function of | The function of school is to help children to learn and become | school is? | independent in a nurturing environment. Schools should be safe | and welcoming .Students need to be challenged. Students need | to enjoy learning and have fun. Reflection — think about your ‘The class teacher told us on our first day that she doesn’t have experiences during the week and | a desk in the classroom. This is because the “power” is removed describe how your previous from the teacher to foster a collaborative learning environment, experiences have informed your | In the past teachers were seen as more authoritative view of teachers and schoots, Has anything changed?