Observation Forms 1&2

EDUC 5312-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 1

Observation Date: 4/24/2023 Observation Time: Period 1 (9.00-10:20)

Teacher Observed: LaShan Netterville Subject/Grade Level: ESL / 9-12 Level 3&4

School Observed: Eastside High School Observer: Betul Ozaydin

Camden, NJ

1-What was/were the learning objectives/outcomes of the lesson? (Add state objectives if
known)

Students will explain how can someone powerless (without power) have power. Students will
understand that a person without physical power can still have emotional power.

Students will understand and appreciate the importance of love and acceptance in society,
particularly towards marginalized individuals.

Students will reflect on personal experiences and appreciate the uniqueness of their own
community.

Students will discuss and ask: if they think the family of this boy in " A Brother's at a Lesson"
will act like Ray Charles's mother. Students will cross texts.

Students will practice the simple past tense in context.

2-How did the teacher begin and end the lesson?

Mrs. Netterville arrived and started the lesson by greeting the students warmly. It was a lovely
start.

Then she continued the lesson with a warm-up activity. She asked the students the question,
"What makes your community unique?" and allowed them to share their ideas. The teacher wrote
the students' responses on the board and encouraged discussion. The teacher also asked follow-
up questions below to further develop the students' answers.

-What do you think are some of the unique features of your community?
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-How do you think your community's history has shaped its identity?

-Are there any particular events or traditions in your community that make it unique?

-In what ways do you feel connected to your community, and why is that important?

Mrs. Netterville had a great way of ending her class. She gave her students a 10-minute closure
activity where she asked them to write a short paragraph about what they learned from their
reading and how it relates to their own community. She also encouraged her students to share
their paragraphs with the class if they were willing.

After the closure activity, Mrs. Netterville summarized the main ideas from the discussion. She
emphasized the importance of love and acceptance towards people with disabilities. She made it
clear to her students that it is crucial to show empathy and kindness to those who may be
struggling. She also encouraged the students to reflect on how they could apply what they
learned from the story in their own lives. Additionally, the teacher asked the students to share
their thoughts and feelings about the story.

3-What did the teacher use for teaching materials or instructional aids/equipment?

Copies of the reading text "The Power of the Powerless: A Brother’s Lesson" by Christopher de
Vinck.

Smartboard.

Whiteboard.

Markers.

Handouts with questions for discussion.

4-Which instructional methods and strategies did the teacher use?

The instructional methods that Mrs. Netterville used in the lesson include:

Warm-up activity: A group discussion is used to start the lesson, where students are asked a
question related to the topic of the reading text to encourage them to think about and discuss
their own experiences and ideas.

Pre-reading activity: Students are given a handout with questions related to the reading text,
which encourages them to think about and connect the text to their own personal experiences and
communities.

Reading: Students are provided with a copy of the reading text and are asked to read it silently,
paying attention to the simple past tense verbs. They are also encouraged to underline or
highlight any verbs in the simple past tense they come across.
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Discussion: Students are asked to discuss the reading text and the questions on the handout in a
group setting. They are encouraged to share their thoughts and opinions, as well as connect the
text to their own personal experiences or their own communities.

Writing: Students are asked to write a short paragraph about what they learned from the reading
and how it relates to their own community.

Closure: The main ideas from the discussion are summarized, and the importance of love and
acceptance towards marginalized individuals in society is emphasized.

The lesson plan incorporates a range of instructional methods, including group discussion,
individual reading and writing, and reflection on personal experiences.

5-How did the teacher assess learning?

Mrs. Netterville used Formative Assessment in her lesson:

She asked the students to discuss how they felt when the student called Oliver a vegetable.
Encouraged them to share their thoughts and feelings about the use of this term and its impact on
Oliver and his family.

She asked students to explain what they believe is the most important part of this paragraph and
encouraged them to provide evidence from the text to support their answer.

Scoring Rubric was as follows:

-Students were assessed based on their ability to express their thoughts and feelings in a clear
and thoughtful manner. They were also assessed on their ability to provide evidence from the
text to support their answer.

-Students were assessed based on their ability to identify and explain the most important part of
the paragraph given. They were also assessed on their ability to provide evidence from the text to
support their answer.

6- What can you say about the teacher’s philosophy/beliefs and style? (Traditional,
progressive, behaviorist, student-centered vs. teacher-centered, authoritative, etc.)

The teacher's philosophy and style seem to be student-centered, progressive, and humanistic. The
teacher encourages students to reflect on their personal experiences and connect them to the
reading text, which indicates a student-centered and progressive approach. The emphasis on the
importance of love and acceptance towards marginalized individuals also aligns with a
humanistic approach to teaching. The teacher also uses a variety of activities such as warm-up,
pre-reading, reading, discussion, and writing to engage students and promote their learning,
which indicates a progressive and varied teaching style.
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7-How does the teacher manage classroom? Can you identify classroom management
techniques used?

Mrs. Netterville used a student-centered approach to classroom management. The warm-up

activity encouraged students to share their thoughts, and she encouraged them to discuss and
provide more details about their answers. The pre-reading activity and reading encouraged
individual student attention and comprehension of the text. During the discussion, the teacher
used open-ended questions to elicit student opinions and thoughts, rather than providing answers
or direction. The writing activity was individualized and allowed students to reflect on their own
experiences and communities. Mrs. Netterville seemed to have focused on creating a safe and
inclusive classroom environment, where students were encouraged to express themselves and
connect the text to their personal experiences.

8-Observe in the classroom setting and determine the types of behavior students play when
off-task. What do they do when they are not paying attention? How does the teacher re-
direct them or get them back on task?

During my observation of Mrs. Netterville's ESL class, some students were checking their
phones. The teacher reminded the class of the classroom rules or expectations regarding phone
use and encouraged students to put their phones away or turn them off during class.

One student was tired and fell asleep during class during an individual reading session. The
teacher gently woke the student up and checked in to see if they needed a break or some fresh
air, and the student went to the bathroom to get refreshed.

Another student was writing in his notebook. The teacher asked the student what he was writing
about and if it was related to the lesson and found out that he was drawing something. The
teacher redirected the student's attention by asking him to participate in the current activity.

9-How does the teacher communicate with students (verbal, vocal, meta-verbal or non-verbal
communication such as facial, body language, use of space, motion and time?)

Mrs. Netterville was an excellent communicator with her students. She had a warm and friendly
tone of voice that made her students feel comfortable, and her instructions were clear and easy to
understand. When a student was confused, she used her face and hands to help them understand.
Mrs. Netterville graded her language well to ensure that her instructions and demonstrations
were effective. Additionally, she used the volume and speed of her voice to emphasize important
points. She also moved around the classroom and engaged with students to create a sense of
connection. All in all, Mrs. Netterville had an excellent rapport with her students and used her
voice and body language effectively to create an engaging and positive classroom environment.

10-Who were the students in the class? What did you notice about them? (Background,
diversity, attitude, motivation, interaction, participation, etc.)
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The students in the class were predominantly Hispanic and black, but there were also a few
students from other ethnic backgrounds. They came from diverse backgrounds, but all shared a
desire to learn and participate in class activities. I noticed that they were respectful towards each
other and towards the teacher, and they also welcomed and greeted me warmly.

The students had a positive attitude towards learning, and their motivation was evident in their
active participation in class discussions and activities. They were eager to ask questions and
engage in dialogue with both the teacher and their peers. I also observed that they interacted well
with each other, working collaboratively and sharing ideas.

I was impressed with the students' enthusiasm and engagement in the classroom, as well as their
respectfulness and inclusivity towards one another. It was evident that they were a cohesive and
supportive community, with a shared goal of learning and growing together.

11-What did you see that is effective in engaging students? What do you see that is
ineffective in keeping students engaged?

I observed that the teacher effectively engaged students by using discussion questions to
encourage their participation, allowing them to connect the text to their experiences and
communities. The writing activity also helped students personalize the lesson content.
Additionally, the warm-up activity, which asked students about their unique community,
promoted participation and inclusion.

However, I also noticed that the 30-minute silent reading period was not effective in keeping
students engaged. Some students struggled to read and comprehend the text independently,
especially those who were not fluent in English. This resulted in a lack of engagement and focus
from some students. To improve this, the teacher could provide more support and guidance, such
as asking comprehension questions, providing a glossary of difficult vocabulary words, or
reading the text aloud to the class.

12-What are the two instructional strategies you observed and would like to apply in your
classroom?

Two instructional strategies that I observed in the lesson plan are the pre-reading activity and the
class discussion. The pre-reading activity involves giving students a handout with questions
related to the reading text to be discussed after the reading, which can help students focus their
attention, improve their comprehension, and make connections between the text and their own
experiences. The class discussion, using questions on the handout, encourages students to share
their thoughts and opinions, promoting engagement with the text and leading to deeper
understanding and reflection. These strategies are effective in engaging students and promoting
active learning.
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13-What are two important classroom management strategies that you observed and would
like to apply in your classroom?

Mrs. Netterville used two effective classroom management strategies: student-focused teaching
and creating a welcoming and inclusive classroom environment through positive feedback. She
asked questions that allowed students to express their thoughts and give more details. This way
of teaching helps students get involved and feel like they are in charge of their own learning.
Mrs. Netterville made a classroom where everyone felt safe to share their thoughts and relate
them to the lesson by providing positive feedback and encouragement to all students, allowing
them to express their ideas without fear of judgment or criticism. These strategies made the
classroom a nice place for everyone and helped students respect and understand each other
better.

EDUC 5312-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 2

Observation Date: 4/24/2023 Observation Time: Period 1 (9.00-10:20)

Teacher Observed: LaShan Netterville Subject/Grade Level: ESL / 9-12 Level 3&4

School Observed: Eastside High School Observer: Betul Ozaydin

Camden, NJ

For the things you observed, place a check. Please explain further about the checked item

directly below the section. Provide overall comments and reflections at the end.

STUDENT BEHAVIOR (MAJORITY OF STUDENTS):

 On Task ___ Off Task  Engaged  Learning Successfully

Explain: Mrs. Netterville did a really good job in the lesson. She kept the students interested by
doing different activities like talking about their community, reading, writing, and discussing the
Observation Forms 1&2

lesson. And she made sure everyone felt safe and comfortable in the classroom. She also helped
the students learn by asking them questions and giving them feedback. The students respected
and understood each other better because of her strategies. Mrs. Netterville checked how well the
students were learning throughout the lesson. The lesson achieved its goals, and the students
learned a lot while having fun.

TEACHER STRATEGIES OBSERVED:

 Modeling  Question/Answer  Lecture Monitoring Groups

Listening  Problem-Solving  Evaluating Reading to Students

Modifying  Integrating Content  Guiding Cooperative Groups

Explain:

Modeling: Mrs. Netterville modeled good communication skills by using a warm and friendly
tone of voice, clear and easy-to-understand instructions, and effective body language to engage
students and create a positive classroom environment.

Guiding Cooperative Groups: Mrs. Netterville used group discussions and collaborative
activities to encourage students to work together and share their thoughts and ideas. This strategy
helped students learn from each other and build a sense of community in the classroom.

Question/Answer: Mrs. Netterville used open-ended questions to elicit student opinions and
thoughts, rather than providing answers or direction. This strategy encouraged students to think
critically and express their own ideas.

Listening: Mrs. Netterville actively listened to her students' responses and followed up with
additional questions to promote deeper thinking and understanding.

Problem-Solving: Mrs. Netterville encouraged students to reflect on their personal experiences

and connect them to the reading text, which promotes problem-solving skills and critical
thinking.

Evaluating: Mrs. Netterville used formative assessments to check how well students were
learning throughout the lesson. She assessed students based on their ability to express their
thoughts and feelings in a clear and thoughtful manner and their ability to identify and explain
the most important part of the paragraph given.
Observation Forms 1&2

Reading to Students: Mrs. Netterville provided students with a copy of the reading text and asked
them to read it silently, paying attention to the simple past tense verbs. She also encouraged them
to underline or highlight any verbs in the simple past tense they come across.

Modifying: Mrs. Netterville modified her teaching approach to suit the needs of individual
students. For example, when one student fell asleep during class, she gently woke the student up
and checked in to see if they needed a break or some fresh air.

Integrating Content: Mrs. Netterville integrated content from different subjects by asking
students to cross texts and discuss how they relate to each other.

Monitoring Groups: Mrs. Netterville monitored groups during class discussion and provided
feedback and guidance to ensure that all students were engaged and participating.

Lecturing: Mrs. Netterville used the lecture to summarize the main ideas from the discussion and
emphasized the importance of love and acceptance towards marginalized individuals in society.
This strategy helped to reinforce key concepts and ideas.

TEACHING MATERIALS BEING USED:

___ Manipulatives ____ Workbooks __ Overhead Projector

 Smart Board  Chalkboard (Whiteboard) __ Maps

 Computer Projector  Books

__ Other Audiovisuals __ None

Explain: In the observed ESL lesson, a variety of teaching materials were used to facilitate
learning. The teacher used a Smart Board and a computer to present the textbook and reading
text to the students. In addition, a whiteboard was used to write down the students' responses
during discussions and encourage further discussion. The teacher also used a Projector to display
the textbook and reading text. Furthermore, the reading text was included in the students' book,
which was used in the class. The reading text was found in Unit 4, pages 317-322 of the book.
The combination of these teaching materials created a dynamic learning environment that
allowed the students to engage with the lesson material in various ways.

TYPE OF STUDENT GROUPING:

 Small Groups  Whole Group  Pairs  Individuals

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Explain: Mrs. Netterville used various student grouping types in the observed ESL class. During
the warm-up activity, the teacher used a whole-group approach where all students shared their
ideas about the uniqueness of their community. For the pre-reading activity, students worked in
pairs or individually to answer questions related to the reading text. During the reading and
discussion, the students were divided into small groups to facilitate discussion and participation.
The writing activity was completed individually.

TYPE OF STUDENT ACTIVITY:

__ Worksheet  Listening  Writing  Reading

___ Performing ___ Journaling  Discussing ___ Centers

___ Homework ___ Research ___ Investigation ___ Laboratory

 Using Technology

Explain: During the ESL lesson observation, a variety of student activities were observed.
Students were engaged in listening activities as they listened to the teacher's instructions and the
reading text being read aloud. They also participated in writing activities where they were asked
to write a short paragraph about what they learned from the reading and how it relates to their
own community. Students were also engaged in reading activities as they read the text "The
Power of the Powerless: A Brother’s Lesson" by Christopher de Vinck. Furthermore, they
participated in discussion activities, where they were encouraged to share their thoughts and
opinions about the reading text, as well as connect it to their personal experiences or their own
communities. Additionally, technology was utilized in the lesson through the use of a smart
board and students’ laptops.

MANAGEMENT/DISCIPLINE:

 Stated Expectations for Behavior  Positive Reinforcement

 Redirection of Inappropriate Behavior  Encouragement of Students

 Self-disciplined Students  Effective Time Management

 Materials Ready  Enthusiasm for Teaching/Learning

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Explain: Stated Expectations for Behavior: Mrs. Netterville had clear expectations for behavior

in the classroom, such as no phone use during class, and gently reminded students of these

expectations when necessary.

Positive Reinforcement: The teacher used positive reinforcement in her classroom by providing
feedback and encouragement to students, which helped to create a welcoming and inclusive
learning environment.

Redirection of Inappropriate Behavior: When students were off-task or engaged in inappropriate

behavior, such as using their phone during class or falling asleep, the teacher redirected their
attention or gently reminded them of the classroom expectations.

Encouragement of Students: Mrs. Netterville encouraged students to participate in classroom

activities, share their thoughts and ideas, and connect the lesson content to their personal
experiences and communities.

Self-disciplined Students: The students in Mrs. Netterville's classroom demonstrated self-

discipline and a desire to learn, as evidenced by their active participation in class activities and
respectful behavior towards each other and the teacher.

Effective Time Management: The teacher effectively managed time in the classroom by using a
variety of instructional methods and strategies, such as warm-up activities, pre-reading activities,
reading, discussion, writing, and closure activities.

Materials Ready: The teacher had all necessary materials ready for the lesson, including copies
of the reading text, handouts with questions for discussion, and markers for the whiteboard.

Enthusiasm for Teaching/Learning: Mrs. Netterville demonstrated enthusiasm for teaching and
learning by engaging with her students, creating a welcoming and inclusive classroom
environment, and encouraging student participation and reflection.

OVERALL COMMENTS AND REFLECTIONS:

Overall, Mrs. Netterville's ESL classroom appears to be well-designed and effective in engaging
students in learning. Her lesson plan incorporates a variety of instructional methods and
strategies, including a warm-up activity, pre-reading activity, reading, discussion, writing, and
closure, which promote student engagement and active learning. The teacher's approach to
classroom management is student-focused, creating a safe and inclusive classroom environment
where students feel comfortable expressing their thoughts and ideas. The use of positive
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feedback also helps to build rapport and encourage student participation. One area for
improvement could be providing more support and guidance during the silent reading period to
ensure that all students are engaged and focused.