Zoë May

Classroom Observation Reflection

While I was initially skeptical about the classroom observation assignment, this exercise
proved to be a fantastic learning opportunity for me as a TA. For this assignment, I observed
Roya TA Professor Pramschuffer’s section of ENGL 101. I entered the classroom just before
students began arriving, and saw Roya and her professor chatting about course logistics. I was
initially uncomfortable being the unknown face in the classroom, but once the lesson began, this
was no longer a concern as I was simply focused I absorbing everything I possibly could about
the classroom dynamics and Roya’s role as a returning UTA.
Roya’s class environment was incredibly different from my experience as a 388V UTA.
The class started with the professor providing the students with an overview of the upcoming
assignments. She stressed the upcoming deadlines and make sure that the students
understood all of their requirements as this is a blended learning section of ENGL 101, so they
do not meet in person as frequently as a traditional 101 course. Following this, Roya gave a
lesson plan to the class about inquiry and the stasis categories. I found it valuable for me to see
an example of such a great lesson plan. Throughout her presentation, Roya took action to
engage with her students, and provide them with positive reinforcement when they make
thoughtful contributions to the dialogue. She also emphasized the application of the content that
she was sharing by integrating into her lesson concepts from prior readings and explaining how
this topic is valuable to their upcoming Inquiry Essay. It is also notable how she stopped at
several points in her lesson plan to ask if her students had any questions about the content
Following the lesson plan, the professor led a conversation about definition stasis,
followed by group work. While the students were having smaller discussions, Roya and
Professor Pramschuffer divided up the course roster, and held short conversations with the
students about their assignment sequence topic. It was interesting to watch how Roya, as a TA,
successfully gave her students constructive criticism about their topics. The class concluded
with a discussion about the group work and Roya and Professor Pramschuffer stayed to chat
with students in further depth about their assignment sequence topics. It was very interesting to
see how Roya and her professor worked together through this process and the freedom that
Roya was given in approving of her student’s topics.
Observing Roya in the classroom has given me valuable insight into my own TA
experience on several levels. Firstly, watching how another UTA interacts with her students is a
great way to learn new practices that I otherwise may not have thought of on my own. For
example, I really like the manner that she provided students with reassurance and expanded
upon what they said after they spoke. While this seems like a rather straightforward practice, I
think that her style in doing so was rather effective and something I hope to adopt. Additionally,
through observing Roya, I gained new insights into what the experiences of the students in my
section of 388V may be. Many of the students in 388V are UTAs for ENGL 101. With that said,
my understanding of ENGL 101 is shaped by the manner that Katherine runs her section of the
course. Thus, seeing how Roya and her professor worked together in the 101 classroom
demonstrated to me another approach to ENGL 101, which moving forward, will help me gain a
better understanding of what my students in 388V are facing.
 Classroom Observation Notes

Before Class:
● Roya seemed very comfortable interactions with Professor
● Reviewed lesson plan
● Professor helped Roya ensure she was prepared to present
● Students very quiet except for a cluster of boys in the corner
● UTA sits in the back corner

During Class:
● 12:30 - 12:45: Overview of Upcoming Assignments
● Professor gives reminders about 101 inquiry proposals/general reminders
● Profesor reviews the purpose and expectations for the inquiry essay
● 1. Library day
● Finding sources in UMD database
● Identifying scholarly sources
● 2. Draft
● Answering research questions
● Professor presents examples of how to answer the research
questions in these papers - Engages students
● “Believing and doubting game” - Integrates readings into
classroom dialogue
● 3. Peer review
● Prepared students for elms peer review
● 4. Completed rough draft
● 5. Final draft, work cited, etc.
● 12:45 - 12:55: Roya Lesson Plan
● Inquiry and the stasis categories
● Asks “what made this a successful and compelling inquiry?”
● Engages the class and asks them to draw upon readings
● Two students respond
● Asks about rhetorical strategies in the reading
● When students answer, gives positive reinforcement and expands
upon what they said
● Consistently relates the content back to inquiry essay
● Goes through a sample inquiry chart for the topic of abortion
● Explains each of the topics
● Relates which inquiries would be valuable for inquiry essay (conjecture
and cause, maybe value… not action and jurisdiction)
● Stops to ask for questions
● Throughout the lesson, the professor adds insight
● The overall classroom attitude seems informal
● Students seem comfortable to ask clarification questions
 ● Pulls information from discussion board to facilitate class conversation
● Looks at sample questions and tries to identify the stasis categories
● 12:55 - 1:05: Conversation about definition stasis
● Professor asks students to pull out books (Roya seemed to take note of who did
or did not bring their books)
● Dictionary vs. operational definitions
● Roya take notes on class discussion
● Exercise - Creating an operational definition for service animals/listing
characteristics (ex. Trained, friendly, quiet, smart, etc.)
● 1:05 - 1:20: Answering questions about the reading in groups
● While students go through this, Roya and her professor ask students questions
about their inquiry proposals
● Professor starts with beginning of the alphabet, Roya starts from the end
● Consultations with students
● 1. Tells students that he is on the right track and ask guiding questions
(says she will put in the comments as well so he can reference)
● 2. Walks around the room to talk to students
● 3. Tells students to not do certain topics (ex. human trafficking)
● 1:20 - 1:30: Class discussion
● Provides general guidance for picking audience
● Goes through questions
● Looks at how definition can be used to support an argument
● Looks at specific quotes
● 1:30 - 1:45: Consultations with Professor and TA about topic