INDIVIDUAL STUDENT OBSERVATION

Preservice teacher: Student first name, year level, context:

Monique Eggers Toby, Year 2,
School: ***************
30 students in the class
1.1: Physical, social and intellectual development and characteristics of 1.3 Students with diverse linguistic, cultural, religious and socioeconomic
students backgrounds Graduate level: Demonstrate knowledge of teaching
Graduate level: Demonstrate knowledge and understanding of physical, strategies that are responsive to the learning strengths and needs of students
social and intellectual development and characteristics of students and how from diverse linguistic, cultural, religious and socioeconomic backgrounds
these may affect learning
4.1 Support student participation 5.2 Provide feedback to students on their learning
Graduate level: Identify strategies to support inclusive student participation Graduate level: Demonstrate an understanding of the purpose of providing
and engagement in classroom activities. timely and appropriate feedback to students about their learning.
Beginning placement observation:
- Gets distracted easily
- Will often not be able to answer a question on the spot
- You have to remind him constantly to do the right thing.
- Work wise- rushes things, will often not read/listen to instructions
- Has had to redo worksheets because he rushes them and then they look messy and
unreadable
- Doesn’t understand instructions that have been given numerous times, all said differently
and some even in Chinese
- Squints a lot
- Messy handwriting

Interpretation of observation (student needs):

This student struggles to listen in class and will often be distracted, thus when he is asked a
question he isn’t able to answer. As he is not listening, he never knows what to do for the task and
will either just sit there, or start talking to someone else, therefore distracting more students. He
has quite messy handwriting, meaning that he may be rushing through work. I have noticed that he
squints a lot, even when sitting at the front of the classroom, so he may need glasses to see better.

Pre-service teacher action:

Call on Toby to answer more questions, making sure he is understanding the lesson. Keep
reminding him of the repercussions of not listening in class and if need be, move him away from
distracting students. If still not listening, speak with him privately about his behaviour. When he is
completing worksheets, keep asking him questions such as why? to make sure he is
understanding, rather than just writing down an answer. Focus on his handwriting, making sure
that it is readable. To help him with his sight, write bigger on the board so that he can read and
zoom in when using the smartboard.
Mid-placement observation:
- Still is being distracted in class (Have moved him around and next week will sit at the front
of the classroom
- Is still not completing work at an appropriate level- when asked to complete something he
will not listen and continue talking
- It is very hard to gain his attention when talking one on one to him- possible hearing
problem or just not wanting to pay attention
- Have been trying to call on him a lot more- is somewhat working
- Have been writing bigger on the board- I think this has helped him
Interpretation of observation (student needs):
Toby is still quite on listening in class and is talking to others. At the start of next week (Week 3)
the class moves seats so hopefully he can sit somewhere at the front so I can help him with his
attention span. I am trying to use lots of positive feedback with him in the hopes that he will then
build his confidence and engage more in the lesson.

Pre-service teacher action:

Continue on with previous teacher actions, focusing on giving feedback straight away to him.

End placement observation:

Interpretation of observation (student needs):

Pre-service teacher action:

Student outcomes:

Supervising Teacher sign/date Pre-service teacher

sign/date