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Elementary Education Formal Observation Form

Junior/Senior Intern

Student: Grace Hickey Observer: Felicia Avery Grade: K

Date: 11/9/17 Time: 11:45am-12:10pm Subject: Bullying

1. Classroom Climate/Culture - Student Behavior

Intern communicates and maintains standards for appropriate classroom behavior.
Intern anticipates and acts on potential classroom disruptions.
Intern maintains positive classroom climate.
Intern responds to student behaviors appropriately.
Grace maintained the classroom expectations of sitting in a spot. She also reminded students of the expectations
of our classroom. Eyes on the speaker to a few students that werent paying attention. She reminded students that they
needed to raise a quiet hand to answer the questions she asked. Grace was able to maintain control of the group the
entire time they sat on the carpet. When students were off task at their seat, Grace went to the student and redirected them
back to the task.

2. Instruction - Instructional Time

Intern has materials, supplies, and equipment ready at the start of the lesson or activity.
Intern gets class started quickly.
Intern uses available time for learning and keeps students on task.
Grace started her lesson with a chart that she already created prior to the lesson. She also used cards that she
made to show pictures of bullying or friendship and had a student to come up and place it on the chart. Pictures were very
age appropriate and easy for the students to understand what she was asking them to do. She didnt waste a lot of time by
having students wait on others to put the card on the chart. She waited for a short time and then continued on, which
helped the students stay engaged. After her lesson on the carpet, she then had a book for the students to work on about
bullying. The book had pictures of what bully free looks like. She had the students write about the picture in their own

3. Instruction - Instructional Planning and Presentation

Intern establishes links with prior learning and experiences.
Intern arranges learning activities to support standards.
Intern appropriately uses a variety of teaching styles.
Prior to reading the book Grace gives the students a moment to turn and talk to a partner about what they think the
story will be about. While reading the story, Grace gave the students an opportunity to stay engaged by asking
questions after reading a few pages. Prior to the students going back to their seats/tables, Grace told the students
what they would do when they went to their seats.

4. Instruction - Instructional Monitoring

Intern circulates to check performance and monitor progress.
Intern varies level of questioning.
Intern ensures that all students have the opportunity to participate.
Grace walked around the classroom as students independently worked on their books. She stopped and worked with the
students that she knew would need her assistance. She went to each table and helped students with the task. Grace
praised the students that were working on their books.
5. Impact on Student Learning - Facilitating Instruction
Intern establishes clear outcomes for learning.
Intern communicates learning outcomes to students.
Intern adjusts lesson based on student responses/ongoing assessment.
Intern connects learning outcomes to the NCSCOS.
Grace told the students what her expectations were for the book they would work on at their seats.

6. Evaluation/Assessment - Instructional Feedback

Intern provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
Intern affirms correct oral responses appropriately and moves on.
Intern provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue,
or allowing more time.
Comments: Grace walked around the room as the students went back to their seats. She helped students come up with a
sentence or a word that would be appropriate for the content of her lesson.

Strengths: Areas on which to focus:

Continuously reminding students of classroom norms Send a small group of students back to their seats, to
eliminate running and chaos. (i.e. calling them to go to
Giving clear expectations their seats by their table colorsgreen team go get your
pencil box)
Having materials ready prior to the lesson
You may want to model your expectations of the book. (i.e.
Providing visuals when students get to the table, complete the first sheet
together, then allow them to finish on their own)
Praising students for their work

Walking around the room to monitor what all students are

doing and making sure they are on task.

Were the learning outcomes for the students met? YES NO

Did the interns/student teachers classroom management support the learning outcomes? Yes. Grace was able to
keep the students engaged and on task during the lesson. When students were not paying attention, she
reminded them of the class norms and the student(s) were able to regain their focus.
Was the Teaching Behavior Focus goal achieved? Yes. Grace wanted to make sure students stayed on task,
understood her lesson points, and stayed engaged the entirety of the lesson. I was very excited to see how
well Grace did with this lesson and how well the students stayed on task.

Student Intern Signature: Grace Hickey Date: 11/14/17

Mentor Teacher Signature: Felicia Avery Date: 11/9/17

University Supervisor Signature:___________________________________ Date:______________