Classroom Observation Report

Faculty Name: Robin Pegg Faculty Status: Full-time, pre-tenure

Course: OT 109 Observer: Dan Sullivan

Date, Time, Location of Observation: 2/24/2020 ; 845am ; 423 Cook

Instructions: This form provides a suggested list of desired characteristics or behaviors for the observer to consider while in the classroom. It should not be
considered an exhaustive checklist. Observers are encouraged to make comments on the elements they observe, indicating both strengths and areas for
improvement. Comments should be collegial, constructive, practical, meaningful and explicit in nature.

After a post observation meeting, this report should be submitted to the appropriate department head or program director and Associate Dean.

If desired, the syllabus for this course may be reviewed using GRCC’s syllabus template at http://www.grcc.edu/syllabus .

Review section: Behaviors to be considered include

but are not limited to: Description / Comments
ORGANIZATION During the time I spent observing in Robin’s classroom, she struck me
 Organizes subject matter a very organized and prepared teacher. The Powerpoint and handout
 Evidences preparation she used prepare her students for the main activity exemplified this.
 Emphasizes and summarizes main points She remains focused in her delivery of the course material but is
 Stays focused on and meets stated objectives flexible enough to allow student questions, challenges, or whatever
else may develop in the course of her delivery.

PARTICIPATION and ENGAGEMENT Robin knows all of her students’ names and interacts with them in a
friendly, authentic way; she is very approachable and easy-going in
 Demonstrates respectful, fair, and impartial behaviors
her demeanor while remaining professional in her approach—it’s
 Provides prompting, affirming and/or constructive feedback
 Encourages student participation
exactly the kind of delicate balance you would like to see all college
 Engages students instructors strike! 
 Uses student names
 Asks open ended questions I think by virtue of the aforementioned, students are eager to engage
 Uses appropriate wait time with Robin. The activity she set forth for the morning was very
 Uses paraphrasing or echoes student responses individualized and required students to work independently. When
 Moves around the room they became stuck or had questions, students were keen on initiating

TEACHING METHODS
 Uses relevant teaching methods;
 Uses a variety of teaching strategies;
 Orients students
 Assesses student understanding
 Addresses student learning styles
 Summarizes learning
PRESENTATION
 Uses approachable, positive body language
 Establishes and maintains eye contact with students
 Pans the room
 Uses a clear voice that can be easily heard
 Demonstrates professional demeanor
MANAGEMENT
 Uses time appropriately
 Facilitates class interactions
 Promotes civility in the class room
 Makes good use of space
Overall Comments
brief, situational conversations with Robin—at one point there was a
line of three students waiting to get her attention! It is my experience
that students do not respond this quite so enthusiastically unless the
instructor has created an open, inviting culture, one that has been
established by a trusting and friendly personality.
On this particular day, Robin’s relied on two distinct teaching
methods: standard presentation and one-on-one interactions. This
seemed entirely appropriate given the learning goals of the class. She
is a capable presenter and a very effective person-to-person
instructor/mentor.
As mentioned earlier, this is one of her strong suits. I feel that her
personality, interpersonal communication style(s), and friendly
demeanor—all those soft skills—advance her teaching. What’s more,
I feel that the high degree physicality and kinaesthetics endemic to
the world of OT make these qualities all the more salient to her
teaching.
Yes, full checks for all of these.
Overall, this was an excellent class to observe. In addition to the
praise offered above, I appreciated Robin’s habit of reminding
students of previous learnings from the course and how it could apply
to the day’s activity. In terms of suggestions, Robin might offer a little
more wait time after the Powerpoint to address questions—the
transition from lecture to activity was a tad quick; perhaps students
might have benefited from a little more time to ask questions or pose
hypotheticals. The second suggestions I have is for Robin to play
around a little with a slightly more Socratic approach. During her
one-on-one interactions, Robin did an excellent job of helping
students trouble-shoot things they were stuck on. However, I think
she might consider first asking them how they might solve the
problem before diving in with advice. I am not suggesting that she
spoon-fed them solutions; instead, she simply might be a bit more
intentional about pushing their challenges back on to them as a first
response.