SBS Classroom Observation Worksheet

Teacher: ​Andrea Tehan-Carnes​ Class: ​MS Science and Biology 9​ Date: ​Fall 2019

Observer: ​Meghan Lena

Pacing & Organization

✅
Led in to lesson effectively
✅
Used effective transitions throughout lesson

✅
Demonstrated clear organizational plan/ logical sequence ✅
Paced class effectively

✅ ✅
Adapted to changes in pace/ organization of lesson as needed
Ended lesson effectively
✅
Began and ended class on time
Comments:
MS SCIENCE. Lesson: eclipses
- ATC begins each lesson with a slide showing the agenda and plan for the day
- ATC allows students in all levels time to write HW into planners
- Time was managed well, and activity wrapped up smoothly. Lesson was not completed, but
students left knowing what to expect tomorrow
BIOLOGY. Lesson: membrane structure
- ATC begins each lesson with a plan written on the board and refers to it throughout.
- ATC gives students time to write HW in planners. Students area also provided with a weekly
assignment sheet to see all of their work up front. Students record how much time they
spend on work and turn in assignment log for a weekly score.
- ATC takes the time at the start of class to check in with each student and makes plans with
individuals if extra help or additional time is needed for students to complete work.

Instructional Materials & Methods ​*(including, but not limited to: handouts, audio-visual
materials, chalkboard/ white board, TV screen, ipads or other technology, lab equipment,
instruments, etc)
Maintained a classroom environment conducive to learning ✅✅
✅
Supported lesson with useful classroom activities ✅
Prepared students for the lesson with appropriate assignments

Used variety of methods and materials

Used helpful instructional materials or demonstrations
Comments:
✅
MS SCIENCE. Lesson: eclipses
- MS lesson included visual, verbal, and tactile approaches to teaching content (eclipses)
- Having 27 students in the class is tough, but Andrea sets expectations, and takes time to
address students if classroom behavior expectations are not being met. She is able to quickly
move back and forth between enforcing appropriate behavior and pulling students in to the
content in engaging ways
- Students used their heads, styrofoam balls, and a flashlight to see how different types of
eclipses occur -- very engaging!

BIOLOGY. Lesson: membrane structure

- Students interact with material verbally, visually, and through models
- Students created a paper model of a plasma membrane with embedded proteins in order to
see how proteins must have different properties in order to be embedded and to perform
their function.
 - ATC consistently reminds students of how structure relates to function in biological
components
- Students in this class have varied exposure to Biology. Some have had a thorough
introduction, and Andrea has assigned special projects to keep these students engaged and
interested. She supports weaker students with kindness and empathy.

Encouraged student curiosity ✅

Teacher-Student Interaction & Communication

✅
✅
Asked probing questions when student answer was incomplete
Gave sufficient wait time after questions
✅
✅✅
Encouraged all students to participate/ engage in various ways
Created equal opportunities for “floor time”
Maintained student attention and focus
Responded to nonverbal cues of confusion, boredom, and curiosity
Used effective strategies to monitor student progress/ understanding
✅✅
✅
If small groups were used, monitored them effectively and helped group members to work together
effectively
Comments:
In both classes, Andrea interacts with her students in patient, kind, humorous and age-appropriate
ways. When behavior interventions are needed, she is easily able to move on, and very clear
adjustments result from these interventions. Students seem to enjoy her demeanor, which creates
an inclusive and relaxed learning environment.
Biology 9 is a bit of a tough crowd. There are students in this class who seem to work very hard to
avoid forming relationships with adults. Andrea does not push these students, but is persistent in
letting them know her expectations, while meeting them where they are comfortable.

Verbal & Nonverbal Presentation

✅
Spoke clearly with appropriate tone; voice was easily heard ✅
✅✅ ✅
Explained ideas with clarity
Listened to students’ questions and comments
Defined unfamiliar terms, concepts, principles

✅✅
Used examples and/ or non-examples to clarify points
Used appropriate body language

Showed energy and enthusiasm

Comments:
✅
Maintained eye contact with students

I think my comments above also cover this category.

Content
Presented material appropriate to student knowledge level ✅✅
✅✅
Presented material appropriate to the purpose of the course
Demonstrated command of the subject matter
Main ideas were clear, specific, and emphasized
✅
Provided alternative explanations for complex material
Comments:

In MS science, Andrea truly shines. She has fine-tuned this curriculum over the past few years and
her competence in knowing the material and how to effectively present it to students is clear.
Biology 9 is a new class for Andrea, and although it has been a few year since she’s taught this class,
the material is easily recalled and presented to students in a way that demonstrates her knowledge.

What were the teacher’s major strengths as demonstrated in this observation?

Andrea is highly organized and demonstrates the organizational skills she expects of her students.
Andrea’s organizational skills allow her to implement each class in ways that demonstrate her
mastery of the content, her understanding of her students needs and skills, and her big-picture view
of her curriculum.

Andrea integrates many methods that aim to include all types of learners. By presenting
information in various forms, she ensures that students have access to the information they need at
all times, so that they can break larger tasks into smaller pieces, and check in frequently on their
progress. Andrea sets reasonable expectations, is flexibly and an intuitive educator.

What suggestions do you have for improvement?

I have no suggestions at this time.

*Adapted from: Centra, Froh, Gray, and Lambert​. A Guide for Evaluating Teaching for Promotion and Tenure. ​Syracuse:
Center for Instructional Development, 1976. Print