LESSON OBSERVATION Alison STOCKDALE Tuesday 17th October, 2017 “The Gruffaio’ You made agfood a start to the lesson, when the class was sitfing on the mat in front of you, There were a couple fo kids stil a little restiess...you gave MV effectively...which did not affect the flow of the instructions. You gave the kids a very brief idea as to what they will be doing at the end of the reading...’Doing some activities.” It would be an Idea to give a clearer explanation of what the main ectivity of the lesson will be. You could have said fo the kids that you will be created your own ‘Gruffalo’ when you had finished reading so they needed to listen very carefully for how the ‘Gruffalo’ was described. This would have given them something to focus on during the reading I liked how you held the book towards the group...this allowed the kids to see the pictures as you were reading | understand that it could have been due to nerves...but remember to slow you reading down. The kids need to hear clearly how the wards you are reading are pronounced. Jayden was fiddling with a maths number frame to the side of your Vision...when you noticed he was not paying attention you gave a short, sharp MV and he got back on track immediately, Towards the end of the reading Tyson had a question. You responded with an “At the end, Tyson’. Sometimes you need to ‘go with the flow’ with the kids questions. These questions can lead to some of the most effective teaching during @ lesson, The student in question is one that would need a quick response In order to avoid any escalation of his behaviour. To your credit, you asked him again at the end of the reading what his question was and answered it which would of satisfied his curiosty. The discussion at the end of the reading wos handled pretty well, Asking age appropriate questions to trigger discussion wil come with experience...but you need to really think of the wording you are using when explaining the task to be done...as @ couple of the kids were questioning what certain words meant and were saying openly, ‘| don’t understand.” Again, remember the age group you are working with. The younger they are, the greater the need fo have a practical demonstiation of what you are looking for in response fo the activity. So, when you had them brainstom how their ‘Grutfalo’ could look like... instead of just listing them...a drawing in front of them would have confirmed their understanaing as to what they had to do, There were a couple of times throughout the lesson that the noise level was growing, A MV was given and they settied rather quickly. Instead of saying, "SSHH’ a couple of times...a $2B would have worked more effectively as you would have gotten ALL the kids’ attention for you fo fell them that you were not happy with the level of noise and that they needed to work quieter. ‘As mentioned before...modeling is very important. You have to show; to the younger kids, what you are wanting. As part of the activiinvolved the kids fo write a description of what their “Gruffaio’ looked like,..a example by you to demonstrate how to do it would have been good to see. > This would have allowed you to demonstrate proper sentence structure and punctuation, ® So, a. couple of things for future reference. ‘o Demonstration: this will clearly model to the kids what you are looking for and give them ideas for how they could meet your expectations. $28: come up with @ short. sharp signal fo get the whole groups attention. Do not continue with your instructions until you have 100% attention. This way you know everyone is attending to your instructions, It will also give them an opportunity to ask any questions for clarification © Be mindful of the words/vocabuiry/etc. that you use to instruct/expiain the activity. It has to be age appropriate to avoid confusion, od lesson, Alison. All the best for your future teaching career, OBSERVED BY DEPUTY PRINCIPAL