REFLECTION QUESTIONS for the CoAT PARTICIPANT Complete this section after your class has been observed

. Attach your comments to this form and submit online. If possible, it is best to meet with your observer to discuss this observation experience before completing the questions. 1. What did you feel went well in this class session? I enjoyed preparing this lecture on Proposal Reports and felt that I had worked to develop some in-class activities and discussion to keep students engaged during that portion of the class. I was happy with the way that the lecture went. I have found this class more difficult than my last semester¶s class when it comes to getting the students excited about the material or engaged in the lesson. However, I¶ve found that integrating more discussion questions into the lecture is one way to facilitate that communication. Reading this observation report, I was not surprised to see Sarah¶s note about the low-energy class, but I was happy to see that she also observed feedback and student participation. 2. What would you like to change about this class session if you had to teach it again? When I was planning this class originally, I made time at the end for one final exercise before allowing them to break into groups. But, as I considered the day¶s structure, I felt that I would be cutting it too close to the time limit. Since this class focused so much on a project that they will be completing within their groups, I wanted them to have some group time afterward. So, I decided to cut the in-class exercise and push it to the next class. In the end, I do think I would have had enough time. That being said, I was happy with the amount of participation among the groups. While some students did opt to leave early, most groups stayed and worked on topic for the duration of the extra time. Near the beginning of the semester, whenever we did group work, I told the students that they were welcome to leave when their tasks were complete but that they should realize any work not completed in class would need to be completed out of class later. I find that most students take advantage of the in-class time, but there are always a couple who simply seemed focused on escaping class as soon as possible. As such, I don¶t want to give them too much time, as more students will be encouraged to leave earlier if they have an excessive amount of group time. So, I would have opted to one more tie-up assignment at the end to eat up a couple minutes of what felt like extra time at the end. 3. In the light of the observer¶s comments, what aspects of your teaching approach will you look at changing in the future? How will you do this? For some reason, I have never been one to close the door during teaching. I always close the door when students are presenting, but I rarely close it when we¶re conducting normal class. While I¶m not distracted by the noise outside, I immediately saw Sarah¶s comments and thought about how other students might be distracted. I can most definitely ask a student to close the door if classrooms nearby are louder or there is noise in the hallway. 4. What have you found useful/not so useful about the observation process? I find this observation process to be extremely useful. Not only does it help me think of questions to discuss with my mentor at a later date, it also provides feedback about my

teaching style and strategies that I would not receive otherwise. Without observations, my only source of feedback would really be student evaluations. These observations have been a resource for me as I consider what works and doesn¶t work in the classroom. After my last observation, I really tried to minimize the number of filler words I used during lectures, things like ³Right?´ and ³Ok?´ After I read Sarah¶s comments about those things, it was actually really easy to quit those habits. The important thing was that someone had to tell me about that issue before I was aware enough of it to consciously stop it. That¶s why these observations are important. Often, the observer will point out things you can work on that you weren¶t even aware of. Of course, that happened again this time with Sarah pointing out that I could close the door. Now that I am considering more about how the outside noise might distract students, I can consciously improve my ability to combat that distraction. Without her feedback, I wouldn¶t have thought to focus on that because I wouldn¶t have known to even consider it. I have a short but direct reminder speech planned for my next class. I am not going to ask the students directly if they would do a better job of showing up on time/paying attention/contributing, or make a big speech out of those issues. Instead, I plan to simply mention that some students have lost points in Participation & Professionalism over the last two weeks, and that I want them to remember the 10% of their grade in that category. Hopefully, that reminder will be enough to help them refocus on the class and stop minding their computers instead of class. Also, it will keep me from wasting a lot of class time on the issue, which I do not want to do. At the beginning of the semester, I reminded them about participation points, and in the interest of not ³babysitting´ the class I¶ve had the attitude that the students who want to do well will pay attention. However, after reading Sarah¶s comments, I think the students who aren¶t paying attention are more distracting than I thought they were. As such, it might be harder for some of the more dedicated students to pay attention with that going on, or students might begin to undervalue my management of the classroom. So, I think the best way to address this is to, again, give them that reminder about participation points. It gets the point across without that ³babysitter´ tone. Plus, then the students who have been contributing don't feel like they haven't been noticed. It helped having the observation notes about when there was whispering/students not paying attention; that's one tool I had to help me figure out what I planned to say to them.

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