September 26, 2019 Feedback Provided How would or will you

State if it is oral or written and encourage students to

if it is written what you wrote it
on (i.e. rubric, rating scale,
use the feedback?
post it)
Child 1: Language Arts I provided oral feedback Since I am placed in a
to the student after the kindergarten classroom, a
teacher was finished lot of the feedback is
reading the read aloud. I given verbally.
also placed my finger I encouraged the student
over my mouth when the after the read aloud was
student looked at me done to sit quietly and
while he was talking to think of the thoughts in
show him to be quiet. his head and put his
finger over his mouth to
Student 1 was talking help him be quiet. I
out loud during the read suggested to the student
aloud about his own to catch a bubble, so he
thoughts on the book. can concentrate on
The student was keeping a bubble in his
disrupting the whole mouth rather than talking
class. out loud while the
teacher is trying to teach.

Child 1: Day 1 Math I provided oral feedback

to the student after he I sat close to the student
was able to answer the when observing the
question. student. I told the student
if he sat quietly and
Student waited to be raised his hand the
called on after raising his teacher is more likely to
hand. He was shaking his call on you because you
hand in the air because it are doing what she asks
seemed he felt his answer of you.
was very important.
Child 2: Day 1 Language I provided oral feedback
Arts to the student after the
read aloud was finished.
The student was eager to
learn. She listened to the
whole story the teacher
read while looking at the
teacher the whole time
the story was read aloud.
Child 2: Day 1 Math I encouraged the student
to answer the student to
answer the questions the
teacher was asking.
The student was able to
identify what a circle
was. When the teacher
asked the class questions
the student still did not
raise her hand to answer
the question.
October 1, 2019
Student 1: Day 2 I gave oral feedback to
Language Arts the student after the read
aloud was finished.
I encouraged the student
to look at the teacher
when she is asking a
question. Even though
we may not know the
answer to the question
that is ok, but we still
want her to know we are
listening and paying
attention. If we look at
her instead of avoiding
eye contact with her, she
knows we are listening to
what she is saying.
While observing the
student I sat close to her
and encouraged the
student to answer the
questions the teacher was
asking. I told the student
she has the correct
answers she just needs to
be comfortable with
telling the class them. I
also told the student if
one of your friends see
you are participating and
answering questions, they
may also answer
questions too.
While sitting in the back
of the carpet area
observing, after the
lesson I encouraged the
student to keep his hands
 Student was paying to himself while they
attention when the read were on the carpet area. I
aloud was being read. He told the student it was not
was distracted in the only a distraction to him
middle of the book while but also to his friend.
they were talking about They could not learn
spiders. The student was while he was choosing to
using his hand on his make this kind of
neighbor to pretend the behavior. I also told the
spider was crawling on student, even though
his neighbor. Mrs. Lipkin cannot see
you I am sitting in the
back of the class and can
see you. I asked the
student if he wanted to
have a good day and he
said yes. I told him I
knew he could make
better choices.

Student 1: Day 2 Math I provided oral feedback I was walking around the
to the students during the room observing the
lesson. students. When I noticed
student 1 was writing the
Student made triangles in incorrect shape, I asked
the tens frame instead of him what shape was he
making circles as the making? He said a
teacher demonstrated on triangle, I asked the
the Elmo board. student what shape does
the direction say? the
student replied a circle
and before I could tell the
student to fix it the
teacher yelled at him to
take a sticker off because
he was not following
directions.

Student 2: Day 2 I encouraged the student I encouraged the student

Language Arts by giving oral feedback. once the read aloud was
 The student told the over that even though she
teacher how she did not did not like spiders she
like spiders, and she is may have learned a new
afraid of them. She asked piece of information
the teacher if she could about the spider is she
read a different story. listened to the story. I
The student sat with her told the students how
legs crossed or as the helpful some spiders may
class calls it, criss cross be because they eat other
applesauce and her bugs.
elbows on her legs with
her hands over her ears.

Student 2: Day 2 Math I redirected the student I redirected the student

by giving oral feedback. when she was playing
with her eraser. I asked
The student was playing the student if they could
with her pencil eraser put their pencil down and
when the teacher was pay attention because if
given directions for the they did not they were
activity in the workbook. going to miss key details
and they didn’t want to
make that choice of not
paying attention.
October 3,2019

Student 1: Day 3 I encouraged the student I was sitting in the back

Language Arts through oral feedback. of the carpet area when I
was observing the
The student was quietly student. I told the student
listening to the read after the read aloud was
aloud. The student was finished how it made me
not looking directly at the extremely happy that he
teacher, he was looking was participating in the
down at his shoes. When read aloud and
the story read “Big, pretending to be a
green, scary monster!” monster without
The student looked up at disrupting the class.
the teacher making a
scared face.
Student 1: Day 3 Math I encouraged the student
with positive feedback.
The student was directed
to draw 5 rectangles on
his workbook page. The
student was the first to
finish the task. He was
eager to help his friends,
but the teacher did not
agree with him getting
out of his seat to help the
other students.
As I sat next to the
student, I told him I
really like that he wants
to help his friends but
next time if he would like
to help them he needs to
raise his hand and ask to
get out of his seat to help.
We can’t break the rules,
but it was very nice that
he wanted to help them.

Student 2: Day 3 I gave the student

Language Arts positive oral feedback. I gave the student
positive oral feedback
The student was smiling after I observed her
while the teacher was smiling at the story. I
reading the read aloud. asked her what her
As the teacher’s voice favorite part of the story
change the student began was, and she told me
laughing and showing her when the big, green,
big, green monster paws scary monster really
with claws. wasn’t a monster because
he was nice to his
friends. I also said to the
student, it’s great to find
things out in a book we
didn’t know about, just
like the spider book. We
can find so many things
out if we just listen to
what a book says!

Student 2: Day 3 Math I redirected the student I redirected the student

by explaining the by explaining the
difference between a difference between a
square and a rectangle. square and a rectangle.
As I sat next to the
 The student confused student, I informed her
rectangles with squares. that a square has all equal
When the student was sides. A rectangle only is
asked to circle the longer on the top than the
rectangles, the student sides. We compared the
also circled the squares. squares and rectangles
and the student went
back and told me why
she chose a rectangle and
not a square.
October 7, 2019
I asked the student if he
Student 1: Day 4 I asked the student if he could put his hand down
Language Arts could put his hand down until the teacher was
until the teacher was done reading the book. I
done reading the book. explained to the student
that when you keep your
The student wanted to hand raised throughout a
answer the question read aloud for a book it
about the sequence of may seem disrespectful
events in the story. The to the whole class. We
student held his hand need to be a community
raised throughout the and respect everyone. I
whole read aloud so the know you have
teacher would call on something very important
him to answer the to tell the teacher, but we
question. must respect our
community and wait until
she is finished teaching
in order for her to answer
our questions.
Student 1: Day 4 Math The student was given a The student was given a
thumbs up for writing the thumbs up for writing the
correct pattern while I correct pattern while I
was walking around but I was walking around but I
encouraged him to wait encouraged him to wait
until all the directions until all the directions
were read because he
wrote to many shapes.
 were read because he
The student identified the wrote to many shapes.
pattern correctly in the
pattern block activity. He
wrote 4 illustrations of
the pattern before the
teacher gave the
directions. They
directions asked the
students to “Write down
the next 3 shapes,
following the pattern.”

Student 2: Day 4 I gave the students a I gave the students a

Language Arts thumbs up and a wink thumbs up and a wink
when she raised her hand. when she raised her hand.
I told the student after the
The student payed full lesson was over how
attention to the story. proud of her I was
When the teacher asked because she raised her
the first question about hand and shared her
sequence the student thoughts with the class.
raised her hand to
answer.

Student 2: Day 4 Math I encouraged the student I encouraged the student

by positive feedback. by using positive oral
feedback because she
The student followed the was working so hard to
teacher as she was figure the problem out. I
pointing to the shapes told the student I loved
that were in pattern the way she thought so
activity in the workbook. hard about the answer
She took her index finger and followed along with
and went right along with her finger while the
the teacher as the teacher teacher talked about the
was saying the shapes out pattern. It was a great
loud. way to solve a problem!
 October 10, 2019 The student was given a The student was given a
Student 1: Day 5 head shake for no. Now head shake for no. Now
Language Arts is not the time to be is not the time to be
discussing this issue. discussing this issue.
Once the lesson was
The student was very complete I took the
excited about Halloween student to the side and
coming up. As the said “ If you feel you
teacher started reading need to talk about
the front cover of the something that does not
book, the student was go along with what is
still asking questions being taught please wait
about the costume he was till the teacher is done
wearing to school on teaching and we can talk
Halloween. about it.

Student 1: Day 5 Math The student was given The student was given
positive oral feedback but positive oral feedback but
also redirected. also redirected because
he lifted his workbook in
The student was able to the air. I told the student I
count to 5 with no liked how he did the
problem when counting correct formation with
the number of items on the number 5. I asked
the workbook page. him to please put his
When the student tried to workbook back down on
trace the number 5 in his the table because if his
workbook, he lifted his hand were to let go of it
workbook in the air when he could hit someone
he was complete to show with it and hurt them.
the teacher shouting
“Look what I did! Look,
Mrs. Lipkin look!”

Student 2: Day 5 The student was given The student was given
Language Arts positive reinforcement positive reinforcement
for the whole class. for the whole class. I told
the students I love the
 way student 1 is sitting,
The student sitting on the criss cross apple sauce,
carpet area ready to listen hands in her lap ready to
to the read aloud about learn! What a great job
Pumpkins. Her legs were student 1! I also
criss cross applesauce explained to the student
and she had a bubble in when she asked the
her mouth. Her neighbor question about pumpkins
tried talking to her while that they were going on a
she was waiting for the field trip that they were
teacher, but she put her able to pick their own
finger over her mouth to pumpkins on.
show her to be quiet. The
teacher began the read
aloud and when she was
finished the student said,
“I have never had a
pumpkin. Can we get a
pumpkin in this class?”

Student 2: Day 5 Math I helped the student draw I wrote the number three
the correct formation of using dots, so the student
the number 5. was able to trace the
number. I encouraged the
student by telling her
The student had difficulty what a great job she did,
when tracing the number and I loved how she was
five. Even though the trying her best to create
number was dotted she the correct formation of
could not figure out how the number.
to make the bottom part I wrote the number 5
of the bubble for the with dotted lines 3
number 5. different times, for the
student to practice the
formation of the number.
I then wrote the number 5
with only 6 dotted lines
so the student was able to
connect the dots to make
the correct number. Once
she mastered that task, I
asked the student to try
and write the number
without any dots. The
student created a 5 to the
best of her ability. The
formation of the number
was much better than
when the student was
first introduced to the
number formation of 5.