FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

Lesson Observation Form

Student Teacher Name: Gibion Makiwa Grade: 3
Subject: Computer School: Coalbanks Elementary School

Faculty Consultant: Marlo Steed Date: Jan 22, 2019 Observation: 2

Adminisrator: Joey Gentile Mentor Teacher: Carmen Carvalho

Observation Notes:
Lesson Plan (preparation):
• the lesson plan was prepared

Introduction:
• Claps to get attention
• Teacher goes over some of the rules of using computers.
• Teacher tells story (students very attentive)
• Students tell stories
• T: What did we do last week?
• T: We are learning how to type
• Teacher explains why typing is important
• Teacher calls up students to help pass out computers
• T: I will call you. (This seemed to work)
• T: We have someone already logged in (nice approach to focus on positive behaviour)
• T: typing.com
• Teacher puts web site on the board - along with username and password
• T: Is everyone signed in?
• S: No
• Teacher circulates and helps individuals
• (If student raises hand. And you are working with an individual, you could have a convention
where they ask their partner for help first)
• Open your email go to Office 365.
• T: Peanut butter

PAGE 1 OF 3 LESSON OBSERVATION NOTES

 FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

• S: Jelly
• T: type 5 sentences about yourself. Type as if you are a professional.
• T: I see Miles is typing like a professional.
• Teacher bring up example on the screen and increases the size of the print (purpose?)
• T: don’t worry about spellings
• Teacher works with a reluctant learner
• (Perhaps need to tell students to type without press the return key.
• T: You are all going to be professionals. Look at the way she is typing (pointing out the
positive)
• T: type in your name
• T: what did it do?
• T: the next thing is Paste
• T: Let me show on the computer (click and drag)
• Teacher provides instructions for those who need to work ahead (good approach)
• T: it is okay to help others (but then you want them to sit down - it is important to make
expectations clear)
• T: Remember what we did before - who remembers how to share?
• Teacher has student show the rest of the class (great approach)

• T: I need you to return the computers

Body/Activity:
Category of Behaviour Teacher Response Consequence

Students playing around T: it is time to clean up Students keep playing

(perhaps follow up on
this and ensure they are
attending)

Riley highly distracted. T: Rilrley are you typing or having a discussion?

Students still using typing T: Raise your hand if you have opened your email.
porgram

Student wandering around T: sit down and type.... Student returns to her
seat and starts typing

Students getting distracted T: Don’t fool around - I may have to move your
boys around

Students get quite noisy after Teacher claps - raise your hand if you can copy and
playing with copy and paste paste

Students start wandering around T: sit down

PAGE 2 OF 3 LESSON OBSERVATION NOTES

 FACULTY OF EDUCATION UNIVERSITY OF LETHBRIDGE

Category of Behaviour Teacher Response Consequence

A students start experimenting T: Sit down -

and sharing the noise level goes
up.

A lot of students up wandering • T: sit down everyone

around

Student throwing cards around

the room

Riley runs and hits another T: Rirely are you Okay? (Perhaps call the
students chair student over to you and
talk to him about
running in the
classroom)

Students getting a bit rowdy T: Riley

after they had passed in their
computers

Closure:
• A hard lesson to have a formal closure.

Assessment:
• Student responses and visually seeing their typing and work on their computers provided
formative assessment.

Summary
What went well?
• Focusing on positive behaviour is a useful technique.
• Use of attention getting routines works when it is difficult to get their attention (e.g. Peanut
butter) -
• Lesson went well - the outcomes were achieved.

Things to think about.

• Be patient with attention getters (Peanutbutter) - just make sure they all respond or it is no
longer effective.
• Ensure you provide stepwise instructions (e.g. click and drag to select text - maybe that was
an assumption but I sensed some of the students didn’t make that assumptions.
• When there are a lot of students who need help - try to get their partners to show them -
otherwise it may take too long for you to help everyone individually.
• If students are working ahead let them share and then have them share with the rest of the
class. Students prefer getting help from their peers than from a teacher.
• Perhaps give students something to do once they have turned in their laptops - students with
nothing to do find something to do

PAGE 3 OF 3 LESSON OBSERVATION NOTES