Elementary Education Formal Observation Form

Junior/Senior Intern

Student: Amber Black Observer: April Bartley Grade: K

Date: 3/1/19 Time: 2:15 Subject: Reading

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: Excellent use of praise to motivate and remind of appropriate behavior. Reminded students of expectations
when needed(“Sit up Michael” ”Somebody raise your hand and tell me…”). Had students put hands on their head to show
readiness to listen. Reminded students to respect their classmates by listening when they speak.

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: Quickly got into reading lesson. Students maintained engagement as you read the book with such excitement
and emotion. Had book ready for read aloud, papers were printed and ready, SmartBoard was ready with sheet displayed.
Kept up the pace of the lesson- all students didn’t need to finish writing in the organizer, they could finish later, you could
move on to other sections

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: Activated prior knowledge about penguins. Connected to students by asking if they would react the same as the
penguin in the book. Read the book aloud, stopping at points to think aloud or ask questions to draw out the important
points you wanted to make about the story or to explain unfamiliar words. You allowed students to connect to the story. After
the story, you completed the retelling graphic organizer, you discussed together, then each student wrote or drew and
labeled their answer for each part of the organizer.

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: Excellent questioning, nice variety- review questions about what happened in the story, but also thinking
questions asking students to analyze and make decisions based on the story(“What makes you think that dreadful would be
bad?”) Circulated while students wrote to informally assess their work and provide support. You acknowledged and praised
all students for their work.

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: Stated that you would be reading a new book today, they would be “BAMing” or practicing retelling after the
story. Adjusted your questioning or responses based on student questions and responses.

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: Excellent job using students’ responses to further explain your point! You asked guiding questions or prompted
students with the pictures in the book to help them think through their answers. Asked questions to help students as
they worked on the parts of the organizer, showed the book and pictures to prompt students about the parts of the
book.
Strengths: Areas on which to focus:
“Thank you for raising your hand!” Would it help to write key words in the sections of the chart
“I hear the u sound. Why is everyone saying it isn’t wus?” I for students to use in their sentences or to label drawings
love this teacher acting to get students thinking about how after discussing as a class?
to spell was- “Why is this word a rule breaker?”- great      
follow up question to check for understanding about the      
spelling of this word      
Spoke directly and firmly to student who needed      
redirection      
Prefaced the book by showing the front cover to activate      
prior knowledge about penguins and let students know      
what this book will be about      
Great job thinking aloud to guide student thought towards      
your point for reading this book!      
“Do you think that Tacky is similar or different?”- great      
question after you read the page and looked at the picture      
of the other penguins in the book!      
Great predicting about how Tacky may greet the other
penguins based on how he seems compared to the other
penguins
Nice job drawing out the comparisons between Tacky and
the other penguins!
Nice job explaining more difficult words, such as graceful
“I’m noticing… I think Tacky is not like his friends”- great
job emphasizing the difference between Tacky and the
other penguins
Nice job thinking aloud about what may happen next
“What makes you think that the hunters do not want to be
friends?”
Loved the way you used Rhiannon’s response to draw out
the moral or reason the author wrote the story.
“Why do you think it was awesome that he was different at
the end?”
“You are sitting holding it in.”- praised student who was
following expectations.
All students had a copy of the organizer that was displayed
on the board- as a class you completed the sections of the
organizer
You helped students phrase what to write after discussing
as a class- you allowed students to draw and label if they
were not able to write a sentence
Nice job circling the section that students should be writing
in
I love how you drew attention(Rock Star Moment) to how
student looked at Word Wall to see how to spell “was”
Nice job pausing class to get them listening to Adeline as
she shared- told them to put their pencils down, you waited
for them all to follow the direction
“Who is they?”- nice job prompting student to explain her
answer better by saying “the hunters” instead of “they”

Were the learning outcomes for the students met? YES NO

Did the intern’s/student teacher’s classroom management support the learning outcomes?
Yes! Excellent classroom management! So positive! You praised or pointed out students who were showing appropriate
behavior as a motivator for all students to follow. You clearly stated expectations and then waited for students to show
appropriate behavior before moving on.
Was the Teaching Behavior Focus goal achieved?
This was a pop in observation!
Student Intern Signature:______________________________________ Date:______________

Mentor Teacher Signature:___________________________________ Date:______________

University Supervisor Signature:___________________________________ Date:______________