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The Graduate School

Certificate of Accomplishment in Teaching Program

Classroom Observation Form ± Option 1

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McKone began her class with announcements and an agenda. In her introduction, McKone
informed students of upcoming events and also called their attention to the work for the day. She
began class precisely on time and students were prepared and ready to work. All students were
present before the official beginning of class. She established an achievable set of outcomes for
the class period and she set the tone for a successful classroom experience. Clearly, these types
of opening activities have been present from the beginning of the semester. McKone has set
student expectations about how class should start each day and by do so she has created a
healthy classroom full of students ready to work and learn.

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One of McKone¶s many strengths is her classroom presence and organization. McKone showed
that she is a calm and confident figure in front of the classroom. She shifted effortlessly between
lecture, question and answer, and group work. As she moved throughout the room, she held the
students¶ attention and was in complete control of her class. The session included an introduction
by McKone, an oral presentation by a student, lecture, group work, class participation, and
answering questions. McKone was clear and helpful throughout all the activities.

Her enthusiastic and positive attitude about her topic and her students is contagious. Technical
writing is rarely on the top of engineers¶ list of favorite classes; however, McKone is able to show a
link between what they learn in the ENG 332 class with what they will do in their future workplaces.


  
 


  

 

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She paced the activities appropriately for her students²never going too fast or too slow. The
change in delivery methods kept the class moving and still offered time to clarify and answer
questions.

Throughout the class session, McKone reminded students of prior lessons and requested that they
respond to demonstrate that they could recall previous information. She provided an appropriate
amount of time for students to consider the questions and students were able to respond to her
queries properly.

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Any student would be lucky to be in McKone¶s class. She is deeply invested in teaching and this
shows in her positive attitude toward her subject matter and her students. Her classroom is a
positive learning environment where students are challenged while also supported in the learning
process.

McKone¶s students were engaged and interested throughout the entire class session. Not only
were they early for her class (more than half the students were present ten minutes before the start
of class), but many also stayed behind consulting with their groups or asking questions after the
class was dismissed.

McKone gives students the opportunity to explore their ideas individually and as a group. She
solicits feedback throughout and is able to answer a question and then return to her topic without
getting side-tracked. When one student started to dominate the question and answer period, she
was able to encourage others to participate as well.

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McKone is at ease with technology and used it well throughout the class session. Her course
website, examples, and notes were well designed and provided the necessary reinforcement of the
topics covered during the lecture. Students were clearly accustomed to using these tools and
McKone integrated technology seamlessly into the entire class session. She is comfortable with
the computer and projector and has taught her students to be as well. Each class period, one
student presents. McKone has instructed the students so that they know how to prepare and set
up for their presentation. No time was wasted or lost fumbling with equipment.

McKone called upon the class to consider real-world examples and used scenarios during group
work to show a link between the theory and the application of the topic (proposal writing).

I did not observe any disruptions; nor did I observe any behaviors that needed to be addressed.
McKone created a classroom environment that discouraged problems/disruptions and encouraged
participation and engagement with real-world activities.


  
 


  

 

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Overall, Sarah McKone is an outstanding instructor. It is hard to believe that this is her first
semester teaching. I saw McKone present to a group of faculty last semester and it was clear that
McKone was a strong public speaker. Now, I have seen that McKone has made the transition from
being a presenter to being a teacher. She showed an understanding that teaching is more than just
presenting²she engaged the students and listened to them, she challenged them, she offered
active learning opportunities, she set high expectations, and she supported them throughout the
session.

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McKone wants to give each student the opportunity to ask questions or stop the flow of the class if
they are confused. To do this, she often ends her statements and questions with ³Right?...´
Although this is not a fatal flaw by any means, it is something for her to be aware of and consider.

Last semester, after seeing her present to faculty, we discussed the shift in roles from presenter to
teacher. In addition, we talked about waiting an appropriate amount of time between asking a
question and receiving an answer. She has clearly taken those two pieces of feedback and
applied them to her teaching this semester. I expect her to internalize the feedback about
³Right?...´ and use it to make her an even better classroom teacher.


Signed by observer:Sarah Egan Warren, Assistant Director of Professional Writing Program Date:11/24/2010


  
 


  

 

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