Zyhowski

Mathematics Teacher Observation Form

Teacher:

Grade:

Date of Observation: 10/19/18

Description: Starts with number of the day (counts by 10’s and 1’s to get there, magic
number cards- 1 hundred, 5 tens, and 6 ones), students wash hands for snacks by
using groups of twos (others are waiting while some are washing-quite a bit of down
time here), math core lessons starts- student reads problem on the board (done one a
time), begins workbook time where some is done together and the rest done
independently

Planning and Preparation

Shows knowledge of content Evidence:

● Relies on book initially but then
diverges to offer students choice
○ Is able to alter operations
based on students choices

Demonstrates preparedness ● Some unpreparedness-Types

problems while kids eating snack,
searches for student page
● Knows lesson flow-leaves book
behind

Demonstrates knowledge of pedagogy ● Shows care for her students

○ Acknowledges that she gets
them ranch for snack
because she likes them so
much
● Suggestion: have students do
more of the work when solving
word problems OR have students
solve independently and share
solutions
● Option to read out loud for
students
● “What kind of operation would you
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do with more?” & “What kind of

operation would you do with less?”
○ Note: keywords in math can
be misleading
● Talks about the importance of
explaining our understanding
● Encourages the use of multiple
forms when writing equations

Uses resources ● Has curriculum cards out

● Uses code cards as magic number
cards-great
● Uses smartboard
● Uses workbook

Has learning targets ● Board is created for standards to

be put on it someday
● Has rating scale for understanding
skills-used informally during lesson
● Suggestion- create learning target
with students at the start of the
lesson

Classroom Environment

Utilizes classroom procedures Evidence:

● Teacher stands and waits at the
front of the room quietly for
students to demonstrate readiness
● Could use system for choosing
who leads number of the day
● Washes hands by groups of 2
● Could use system to minimize
snack time (more than 20 minutes)
● Uses timer to countdown to math
○ Note: Start math as soon as
time goes off
● Claps to get students attention
○ Time 1 not effective
○ Try again after sharing
expectations

Manages student behavior ● Gives warnings for those off task

○ Visual warnings and name
on board (for some?)
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● Individually addresses off task

students
○ One student asks for dpr
because he is tired (mention
to his social emotional
support teacher)
● Explains expectations for hand
raising
○ At the sitting level not
standing
● Gives reminder “9 on the floor” aka
all legs of chair and feet on the
floor
○ Says: I’m worried about
your safety
○ Thought: A few kiddos might
benefit from exercise bands
on their chairs for their feet
to bounce
● Undesired behavior during snack
could be eliminated by having a
task for students to do while they
wait (math task, math riddles-kids
enjoyed riddles on milk containers)
○ Student spills another
student’s milk while
teachers back is turned
(student silently cleans it up)
○ Red folder work as people
finish and wait for others
● Clearly there are expectations put
in place as students are relatively
well behaved during periods of
down time
● Student- “ I don’t like the end of the
day because of math’
○ Teacher responds: “Let’s
make the decision to like it
today. We have a game at
the end of math today if we
finish the lesson”
● Student is playing with cards on
desk and talking to himself
○ Try proximity change in
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addition to engagement
● Regularly includes student who
seems to have some difficulty with
self control (get up and use board)
● Changes proximity to student
drumming
● Uses positive reinforcement with
WOW bucks for those who are
ready and gives feedback for why
they earned one
● Another student is annoyed that
initial page is not correct and
checks out and causes vocal
disruption

Room supports learning ● Desks are in pairs or groups of

three
● Suggestions-move teacher
computer so students have more
time with eyes on them

Instruction

Communicates effectively with students Evidence:

● Students not sure what teacher is
asking
○ Very clear just slow and
questions get lost

Asks questions at multi-levels of ● Uses funneling questioning during

cognition/student strategies are elicited word problem
○ Provide scaffold like
pictures of flower and
daisies
● Give step by step instructions
○ Try some productive
struggle

Provides wait time ● Great job using wait time!

○ May not need to repeat
question after- could change
student thinking

Students are engaged ● Engagement at the beginning of

number of the day
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● Students are not engaged in initial

word problem
○ Suggestion: give them
paper to draw/write the
problem and solve
○ Some are dancing, others
laying on floor, a few leave
to go to the bathroom (1
student gone for nearly 10
minutes), playing with
pencils
● Individually calls on students to
re-engage
● Uses voting to engage
● Raise hand when “aha” moment
hits
○ Goes around for students to
whisper answer in ear
○ Have other students work
on problem individually or in
pairs when they have it
● Claps to re-engage students
● Try some group work to make
math more social

Students are assessed for understanding ● Informally by whispering answer to

teacher
● Reminds them to check their
understanding of explaining using
1-4 rating scale at the back of the
room
● “On the count of 3 tell me what you
are thinking”
● Walks around and checks
understanding in student workbook

Shows flexibility and responsiveness ● Adds in month and week time

discussion at the end of snack time
to eliminate some downtime
● To fill wait time while getting out
math books and flipping to page,
the teacher has students guess
which page and raise their hand
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Additional Notes: There were some really great things happening during this lesson. As
expected, there are always a few things we can work on. It is clear that your students
respect you-possibly more than you think!

Teacher Signature:____________________________ Date:_______________

Observer Signature:__________________________ Date:_______________
Observation form adapted from Charlotte Danielson’s Framework

Teacher’s Goal: Next observation, I will use targets.

Reflection of Teacher Observation: While conducting my first observation of a current

teacher, I learned that I needed to add two portions to my observation form which were
a description of the lesson as well as a section on teacher preparedness. This is
important information to understand the whole lesson. Personally, I found that I enjoy
doing observations and offering positive feedback as well as suggestions for
improvement. I thought that I would not like observing others but I was pleasantly
surprised as my observation were meant and is meant to be supportive not negative.
The teacher in this case was very appreciative as well.
I also learned that student’s do not always act on their best behavior when another
person is in the room observing. In this case, they were acting up more than I think they
typically do. The teacher and I are not sure if it was to get attention from me or to test
their new teacher.
Creating this form was extremely helpful in guiding my observations of the teacher,
students, the instruction, the environment as well as the learning. I look forward to
conducting more in the future.