Practicum Observations

ODU Student Observation Form
Lesson Topic: Introduction to Pickleball Teacher: Stacey Mata Date: 10/03

Grade: 7th, 8th # of students in class: 60, 55
Answer the following questions/descriptions for each section:
ACTIVITIES:
Provide a brief description of activities in lesson and the approximate time for each activity
The students always do group warm ups at the beginning of class, consisting of 10x 4 count
jumping jacks, 10x 4 count cherry pickers, 10x 4 count varying leg stretches, 10 sit ups, and 10
push ups. Each is led by a student.
The students then did combination PACER Laps where students were in groups of 3 and ran to
the beep of the PACER down, back and down again, where they would do mountain climbers,
then run back and tag their partner. This followed the progression of the PACER. Boys went first
while the girls sat to the sides, then it switched.
The main activity was an introduction to pickleball skills outside on the tennis court. Here, court
layout and rules were discussed, as well as paddle grip.
Students then partnered up and would take turns doing 10 forehand and 10 backhand paddles.
Coach Mata explained to the students that the ball is only to go up about head level to avoid
exaggerated activity and time wasted chasing after balls.
Next, they practiced rallying over the net. Coach Mata demonstrated serving form, then had
students demonstrate a rally with one bounce on each side, then what an out of bound rally
looked like.
STRATEGIES:
Describe the teaching style(s) used
Coach Mata used direct, instructional teaching methods for this lesson as this information was
new to most of the students. She does a great job of sticking to her rules, procedures and
expectations so students know what to expect from her and what consequences can be.
How does the teacher help students internalize essential knowledge? (ask questions, have
student re-state information, give examples)
Coach Mata will ask if students have any questions and may call upon students to briefly
explain what they are going to do to check for understanding and that they were paying
attention. She will provide demonstrations when applicable.
How does the teacher encourage critical thinking through emphasizing accuracy and clarity?
(Link information to prior knowledge)
If applicable, she will call back to previous units and remind students of skills that were taught or
utilized during that time to help the students make those connections and get their brains
jogging on what to do since it is familiar. This also works with game rules that are similar to
previous game units.
MANAGEMENT:
Describe how the teacher organized and prepared the classroom prior to class.
Coach Mata takes the time in between classes to ensure she has her materials prepared,
knows what students may need to leave or who will be late, and she will communicate with her
co-teachers about expectations regarding delegation of work and responsibility. If there is any
equipment needed, she will have that ready prior and in a location that students aren’t as likely
to mess with and can be easily grabbed when time to distribute.
What stop/start signals are used?
A whistle is used for the start and stop signals.
How are transitions between activities organized and implemented?
Transitions happen quickly and move from one activity to the next. Due to the nature of the
students, less down time is better as they will become harder to wrangle back in and get back
on track.
EQUIPMENT:
How is equipment distributed and collected?
As the gym is shared by two teachers, it will usually go by Mata/Keeter’s boys/girls and then the
other. If the equipment is expected to be returned a certain way, such as the pickleball paddles
in the bin, she will ensure that all students see how it looks before they touch it. To assist with
the return, she had them do it single file so they didn’t all flood the bin.
STUDENTS’ BEHAVIOR:
How does the teacher help students develop a sense of comfort and order?
The students know that Coach Mata adheres to the rules and expectations that she sets, and
she does not waiver from them. She started the school year strict and does not allow leniencies
unless they earn it collectively. Even though she is strict, she is still kind to the students, greets
everyone as they enter, and will communicate with a student if they are exhibiting repeat
undesired behavior, rather than going straight to harsh discipline. It was clear she has good
rapport with them.
To what extent do students demonstrate that they feel positive about themselves, their peers,
their instructor, and the tasks they are assigned?
There’s typically not a lot of grumbling and groaning when she explains an activity that is going
to happen. Students know that if she’s assigning something, the only option is to do it. She
typically lets them choose their own groups and partners, which I think lets them feel more
confident and eager for the activity. I did not observe any bullying, isolating, or
self-consciousness from the students. Everyone had a friend, which was really nice to see.
What characteristics does the teacher possess that makes the entire lesson an enjoyable,
productive experience for the students?
Lesson Topic: Choice and Cardiovascular Day Teacher: Stacey Mata Date: 10/05
ACTIVITIES:
Students then go out to the track and do two full laps where they run the straight and walk the
curve, alternating boys and then girls.
Next, students went to the basketball court where they had supervised choice activities.
STRATEGIES:
For this day, there was not much opportunity to observe teaching styles. Any instruction was
direct.
This was not applicable for this day.
This was not applicable for this day.
MANAGEMENT:
Coach Mata takes the time in between classes to ensure she has her materials prepared,
knows what students may need to leave or who will be late, and she will communicate with her
co-teachers about expectations regarding delegation of work and responsibility. If there is any
equipment needed, she will have that ready prior and in a location that students aren’t as likely
to mess with and can be easily grabbed when time to distribute.
A whistle is used for the start and stop signal.
on track.
EQUIPMENT:
For the choice activities, students were able to come up to the ball bags as they pleased to
access or return equipment.
rapport with them.
Coach Mata is clear and concise. She shows a lot of confidence in what she is teaching and I
think the students respect that. She moves at a professional pace that also shows the students
that this is the pace they need to be moving at, too. As students are completing their activities,
she floats from group to group to talk to them as need be, and even just friendly conversation.
She has pleasant interactions with the students. Coach Mata also provides alternatives, so if a
student does not want to dress out, they have a packet to complete so they may still earn credit
for the day.
Lesson Topic: Fitness Testing Teacher: Bailey and Smalls Date: 10/12
Grade: 8th # of students in class: 45
ACTIVITIES:
Students then were able to do choice activities which consisted of knockout basketball and
small circles of volleyball. Students were pulled as needed for individual fitness testing off to the
side.
STRATEGIES:
The teaching style seemed to be more direct, especially since there were more classroom
management issues that had to be addressed frequently to be able to progress.
Not able to be observed during this period
Not able to be observed during this period.
MANAGEMENT:
Mats were stacked in the corners for fitness testing to be retrieved at the appropriate time, and
the ball bags were by the teacher desks/chairs.
A whistle
on track.
EQUIPMENT:
For the choice activity, students could retrieve and return equipment from the ball bag as
needed.
Coach Smalls did not seem to have as much of a sense of order as Coach Bailey did. When
students began talking too much over instructions, Coach Bailey would be the one to quiet both
classes down rather than Coach Smalls quieting his students down.
Not able to be observed during this period, however it seems that students are more likely to
participate when they can choose their activities with their friends, and that the fitness testing
was off to the side where other students are not paying attention.
Not able to be observed during this period.

ODU Student Observation Form (CORE CLASS: GOVERNMENT/CIVICS)
Lesson Topic: Political Parties Teacher: Jason Reader Date: 10/24
ACTIVITIES:
Students participated in a canvas activity review that they were to complete on their own.
Then, students took notes with Nearpod, and then filled out guided notes. The exit slip is also
included in this, I’m assuming for participation’s sake.
Once everyone had finished their notes, the teacher hosted a “political party” that had some
snacks and cupcakes for students while they began to set up for a Blooket that contained all of
the content discussed during the day in a gamified way.
STRATEGIES:
The teaching style was very direct, and I feel it guided the students too much and led to either
feigned incompetency or the inability to come up with answers on their own.
A majority of the lesson was done through the students’ Chromebooks, so this was not able to
be observed through this lesson. I was able to see some of the student’s work from where I was
sitting, and it seemed to have checkpoints that students would have to answer short questions
related to the content.
Again, the teacher did not explicitly do this, it was mostly done through Chromebooks. From
what I was able to view, critical thinking content was somewhat limited.
MANAGEMENT:
The teacher kept the snacks for later in the back of the room and sealed.
All of the course content was ready to be used in the Canvas modules.
Notebooks for note taking are kept in a specified bin in the back of the classroom, which
prevents the issue of students leaving it at home by accident.
None, just general “quiet down” phrases.
Right when one task would end and most of the students seemed to be done, the teacher would
instruct the students to enter another module or the next task on their chromebooks. The
transitions were not laggy.
EQUIPMENT:
The only items needed for distribution were the note books, which were done by rows.
The teacher would offer “Clipper Cash” for doing extra chores throughout the classroom, such
as sweeping. This helps keep students accountable and ready to help. Apart from this, I could
not find any ways that I was able to notice how he develops comfort and order in his classroom.
There was a lot of talking, but it was not unruly and chaotic.
I didn’t sense a lot of “positivity,” but there wasn’t negativity. It was more of a neutral
environment. The students did not seem very excited about the content, but they did enjoy the
Blooket as it was more competitive and gamified.
The teacher did try to make jokes occasionally and keep it light with the students.
Lesson Topic: Mat Ball Teacher: Stacey Mata Date: 10/31
ACTIVITIES:
Students then did laps around the court perimeter of the gym. They would jog for 2 minutes, and
then run for 3 minutes before going back to jogging for 2 minutes. The girls went first, and the
boys went second.
Students were immediately directed to having Keeter’s class line up against a wall to kick for
mat ball (kickball), while Mata’s class spread out for the field. Rules were in place such as
alternating boy and girl kickers, having the pitcher come from the kicking team to keep fair
pitches, and not letting the ball go above the red line of the gym to avoid injury, exaggerated
behavior, and the ball getting stuck. After every 6 outs, the teams would switch. Students who
were not able to play acted as scorekeepers and referees.
STRATEGIES:
Coach Mata used direct, instructional teaching methods for this lesson to ensure the rules were
clear. She does a great job of sticking to her rules, procedures and expectations so students
know what to expect from her and what consequences can be.
This was not applicable for this lesson.
MANAGEMENT:
The mats were stacked in the corners and against the wall, and the ball was kept with the
teachers. When the time came, students helped to set the mats up in the corners of the court.
A whistle
on track.
EQUIPMENT:
rapport with them.
ODU Student Observation Form (CORE CLASSES: LIFE SCIENCE)
Lesson Topic: Reproduction and Genetics Teacher: Bryan Calderwood Date: 12/5
ACTIVITIES:
Students completed a warm-up in their online textbook, which looked to be a click-through

module with some questions throughout.
Most of the class was a lecture on Punnett squares, the history of Mendel Punnett, and the
study of dominant and recessive alleles. This was conducted through the PowerPoint.
Then, there was a fill in the blank study guide document that was done collectively as a class,
but each student had their own sheet.
STRATEGIES:
The teaching style used seemed to be more direct and instructional as it was somewhat new
information to most of the students.
The teacher did a great job of repeating the most important information very frequently, as he
knows students may zone out or be distracted, but they may here it that 3rd or 4th time he says
it. He provided several examples to be completed as a class.
I don’t recall much prior knowledge engagement as this was a new unit. However, through the
complex examples provided, they had to use critical thinking.
MANAGEMENT:
The teacher had all of the online content ready to go in the Canvas modules. He also wears a
microphone and speaker which helps project his voice better than shouting.
None were used, but he did have to revoke talking privileges and threaten removal for
excessive talking.
on track.
EQUIPMENT:
The guided notes were passed out to each student.
The teacher did his best to keep the talking under control, but the students were not listening
well this day. However, he remained stern and they eventually did as they were told. Throughout
the lesson, he still kept it light hearted, made jokes, and spoke in a manner that was not boring
to listen to.
He makes the occasional joke, refers to the posters in their classroom to tie in the environment,
and he uses student friendly language while also integrating relevant terminology.
ODU Student Observation Form (CORE CLASSES: PRE-ALGEBRA)
Lesson Topic: Discounts, Markdowns and Reductions Teacher: Mashaunda Goods Date: 12/5
ACTIVITIES:
The students began with a warm up of price and percentage increases. After individual
completion, she did it with them as a class on the whiteboard.
She then began introducing the students to discounts, mark downs, and reductions in consumer
math. She would do two to three problems on the board on her own, do a guided problem, and
then pass out additional worksheets to the students for this topic. This also had a guided notes
section. I liked that there were numerous opportunities for independent work and practice.
STRATEGIES:
Some direct and instructional, but mostly student centered.
The teacher frequently has students contribute to formula solutions for each step rather than do
it all herself.
All of the problems on the worksheets were word problems, which utilizes critical thinking as
they have to sort through information to find what is most relevant.
MANAGEMENT:
All of the work was done on paper, so she had that ready to be distributed when the time arose.
She also would keep the projector going on the whiteboard so she can write alongside the
student worksheet.
Clapping pattern call and response

on track. In this class, the topics flowed very well and concisely.
EQUIPMENT:
Papers were handed out to each student with the help of a student who finished the prior activity
early.
I noticed that the students in this class seem very calm, especially with the presence of the
teacher who was very calming. She spoke in a confident yet calm and softer tone, floated to
every table, and always made direction and expectations clear.
I really liked that she never made fun of a student for guessing the wrong answer or for not
knowing. She didn’t belittle anyone so I think that made the students feel more capable of trying
to do well with the material.
As previously stated, she has a very calm presence and carries that into instruction and in how
she treats and talks to the students. She does not shame students for being incorrect, but rather
has them explain how they got their answer and walks them through the correct way of solving
the problem or equation.

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Practicum Observations

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ODU Student Observation Form

Lesson Topic: Introduction to Pickleball Teacher: Stacey Mata Date: 10/03

Answer the following questions/descriptions for each section:

What stop/start signals are used?

A whistle is used for the start and stop signals.

How are transitions between activities organized and implemented?

Answer the following questions/descriptions for each section:

This was not applicable for this day.

This was not applicable for this day.

A whistle is used for the start and stop signal.

How are transitions between activities organized and implemented?

Answer the following questions/descriptions for each section:

Not able to be observed during this period

Not able to be observed during this period.

What stop/start signals are used?

Not able to be observed during this period.

Answer the following questions/descriptions for each section:

None, just general “quiet down” phrases.

How are transitions between activities organized and implemented?

Answer the following questions/descriptions for each section:

This was not applicable for this lesson.

This was not applicable for this lesson.

What stop/start signals are used?

How are transitions between activities organized and implemented?

This was not applicable for this lesson.

Answer the following questions/descriptions for each section:

Students completed a warm-up in their online textbook, which looked to be a click-through

How are transitions between activities organized and implemented?

The guided notes were passed out to each student.

Answer the following questions/descriptions for each section:

Some direct and instructional, but mostly student centered.

What stop/start signals are used?

Clapping pattern call and response

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