Sage Rafer

Tomorrow’s Teacher
Ms. Mason
9 April 2020

Formal Cooperating Teacher Observation

Mrs. York’s taught a review on a test packet. They had a math test that Friday, so she

gave them a math review packet that she completed with them. First, she asked all of the boys to

get a pencil and then all of the girls to get a clipboard for their worksheet. Then, it went the other

way around. This kept the kids more organized. Instead of all of them running to get one thing in

a big group, it separated them into groups. They all got to the carpet and sat on their assigned

spots. From day one Mrs. York assigned them all spots so that they all had room to see the board.

To start her lesson, she asked the kids some review questions about what they were learning

about. This refreshed them on the questions they were about to go through.

When Mrs. York taught the kids, she talked in a slow, clear way. She would enunciate

certain words that were important for the kids to remember. When she asked the group questions,

she would have them answer in different ways. Sometimes they would yell out the answer as a

group. Once she had them all show their numbers on their hands. Another way to get them to

work together was to whisper the answer to their neighbor. This got them all a chance to speak

and talk to another person about why the answer is correct. Mrs. York used her projector when

she reviewed the packet. She projected the number grid to visually show them a way to figure

out the answer. Sometimes the kids would get distracted and Mrs. York would call out specific

students that needed to pay attention. Another way to see if the whole group understood the

lesson was to have them all put their thumbs up if they knew how to solve. Sometimes the kids
will put their hands up while she is talking but she told them to put their hands down till she

finishes what she was in the middle of saying. To get some interaction from the students she had

a kid come up to the projector to show how they would solve the problem. This made the kids

want to know how to solve because they like being able to go up in front of the class. The

student that went up the first time did it wrong. Mrs. York asked him to explain how he did it

step by step to see where he went wrong. If she calls on a kid who is having trouble answering a

question, she will ask them to “phone a friend”.

The test the kids were doing a review on, was about things like addition and subtraction.

While going over the review, Mrs. York made sure to tell them things that will make it easier.

She told them how to start at the bigger number when adding. She also keeps in the back of her

head, the kids that are having trouble and she will call on those specific kids to ask how they do

it and explain it better if there is any confusion. While Mrs. York reviewed, she would ask the

whole group a question and tell them all to yell out an answer. In this case, instead of hearing

one consensus answer, she heard two. She made sure to address which answer was correct and

explained why the other answer was wrong.

Throughout the lesson, Mrs. York would add humor and make the kids laugh. This really

engaged them more and made them happy to learn. Whenever the kids seemed to have trouble

grasping something, she would use word association. They were trying to remember the sound of

the letter I, so she had them tap their noses and sound out the I sound. During the lesson Mrs.

York was spending time on one problem for a long time and she knew she needed to wrap it up,

so she had the kids who were ready put their hands on their hips. Another thing she did to get all

the kids on the same page was saying that they had to get their thinking caps on. This made them

all motion putting a pretend cap on their head and it made them all intrigued and ready to think.
At the end of the lesson Mrs. York sent home an empty study guide that had different problems

then the ones they worked on in class, this way they can compare the questions as they complete

them.