Elementary Education Formal Observation Form

Junior/Senior Intern

Student: Rachel Cummins Observer: Marcia Davis Grade: 2

Date: November 6, 2017 Time: 11:20 Subject: SS & Art

1. Classroom Climate/Culture - Student Behavior

YES NO
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.
Comments:
She created high expectations
She was very clear with her instructions
She employed the use of signals
She has an excellent rapport with the students
She actively ignored some of the callouts, but she did respond to some of them
She name-dropped
She redirected students including a student who was visibly upset prior to the Tableau

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.
Comments:
She had her materials ready
She quickly got the lesson started
She had a high level of time on task

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.
Comments:
She had spent a great deal of time planning the lesson
She had the activities arranged in a logical sequence

Actual lesson:
T: What we are going to do as a group are find different events?
T: If you hear an important event that happened, put your thumbs up by your chest
T: Then we are going to write it on the board
T: What did they start with?
S: When they were born
T: So we are going to put it right there (She wrote, Helen Keller was born.)
She read the title and the author
 She stopped at important points
T: What is blind?
S: Cant see
T: What is deaf?
S: Cant hear. Need to use sign language
T: How old?
S: 19 months
She wrote it on the time line (19 months old, she was blind and deaf)
Close your eyes and block your ears
T: What does frustrated mean?
S: Angry
T: Yes, angry
(She needed a better definition prepared)
T: Is that an important event?
T: What should I write?
S: She made motions
S: She was mad
She added Figured out motions to communicate to the timeline
T: Do you guys think that is a big event?
T: What should I write Will?
S: Meeting Anne Sullivan (She wrote Meeting Anne Sullivan)
T: Is that important?
T: Put your palm out, close your eyes, and spell it on your hand
S: It is kind of like a guessing game
T: What should we write?
S: She learned water (She wrote, She learned water.)
T: This is how students who cant see can write
T: It is called Braille
T: It is an important event
T: What should we write?
S: Learned Braille
She wrote, Helen learned Braille.
T: What did we learn?
S: We learned how to speak
She wrote Learned to speak
T: Are there some important points for the timeline?
S: She was the first blind and deaf person to get a college degree
She wrote, 1st deaf and blind person to earn a college degree.

T: Now what are we going to do

T: We are going to get in groups of four to five
T: We are going to create a Tableau
The partner teacher helped form groups
So in your group, you are going to make a Tableau
T: You are going to think of a couple of words that can use a movement
T: So if she is going to do, Helen Keller was born. She is going to do the movement and freeze
T: The next person is going to pick. What do you pick
S: She learned water
T: The next person picked an event later on
T: After you go through it and then say Helen Kellers Life
 The groups had a chance to perform their Tableaus

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.
Comments:
She asked many questions
She taught from different parts of the classroom

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.
Comments:
She had very clear outcomes
They were connected to the NCSCOS
She integrated social studies and the arts

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:
She appropriately responded to the students
She provided scaffolding for the students to complete the Helen Keller timeline
She gave feedback to the Tableau groups as she moved from group to group
 Strengths:
The lesson was very well organized.
She demonstrated great behavior management
strategies.
She showed an example of life time line.
The students were engaged in the story.
She read it with emotion.
She stopped at important points.
The students had a chance to make a timeline
about Helen Keller.
Every student in the class had a chance to perform
a Tableau.
The class was very supportive of one another.
She had a summary at the end.
The students learned a great deal from the activity.
Areas on which to focus:
She needed to write the timeline in second grade
handwriting.
She needed to encourage students to follow the
format of a Tableau with the title at the beginning
and the end and the freeze frame.
She needed to call on all students. Popsicle sticks
are a great strategy during a read aloud.
She needed to have second grade friendly
definitions ready such as for the word, frustrated.

Were the learning outcomes for the students met? YES

NO

Did the interns/student teachers classroom management support the learning outcomes?
Yes, she was very clear with her expectations. She utilized many behavior management techniques.

Was the Teaching Behavior Focus goal achieved?

Student Engagement Through Instruction The students were very interested in the read aloud and the Tableau
activity.
Wait time She needed to continue to work on wait time.
Providing Clear Directions She needed to continue to work on providing clear directions.
Student Intern Signature:______________________________________ Date:______________

Mentor Teacher Signature:___________________________________ Date:______________

University Supervisor Signature: Marcia Davis (Electronic Signature) Date: November 6, 2017