Mooreaudrey Nov8obs

Elementary Education Formal Observation Form
Junior/Senior Intern
Student:Audrey Moore Observer: April Bartley Grade: K

Date: 11/8/17 Time: 2:45 Subject: Social Studies
1. Classroom Climate/Culture - Student Behavior

YES NO
Intern communicates and maintains standards for appropriate classroom behavior.
Intern anticipates and acts on potential classroom disruptions.
Intern maintains positive classroom climate.
Intern responds to student behaviors appropriately.
Comments: Reminded students of expectations when needed(listen to who is talking), very positive environment in which
students felt comfortable to learn and share, got excited about parts of story and connections to story to help draw students
back in when needed, asked questions to regain attention(dont forget you can praise those following expectations more
often to remind the class of expectations)
2. Instruction - Instructional Time

Intern has materials, supplies, and equipment ready at the start of the lesson or activity.
Intern gets class started quickly.
Intern uses available time for learning and keeps students on task.
Comments: SmartBoard ready with sorting activity as students came back in the room, book ready to be read, places to
pause and discuss were pre-determined, had suitcase sheets ready with pictures put in groups for easy use by partners,
steady pace to lesson helped to maintain engagement, moved more quickly through parts of lesson when needed for sake
of time
3. Instruction - Instructional Planning and Presentation

Intern establishes links with prior learning and experiences.
Intern arranges learning activities to support standards.
Intern appropriately uses a variety of teaching styles.
Comments: Began by talking about things we need, students worked on sorting items on the SmartBoard that we need and
want as you reinforced whether it was a need/want. Read pilgrim book and paused at points to talk about things they
needed. Had students turn and talk about what they would need to take if they were a pilgrim on the boat. Students worked
in partners to place pictures as needs or wants on their sheets.
4. Instruction - Instructional Monitoring

Intern circulates to check performance and monitor progress.
Intern varies level of questioning.
Intern ensures that all students have the opportunity to participate.
Comments: Asked further questions to have students explain their thinking, circulated while students worked in pairs asking
assessment question(What are things we need? Are these things we need to live?). Used turn and talk to engage all
students in discussion, partnered students for suitcase activity so that all had a partner and could work together.
5. Impact on Student Learning - Facilitating Instruction

Intern establishes clear outcomes for learning.
Intern communicates learning outcomes to students.
Intern adjusts lesson based on student responses/ongoing assessment.
Intern connects learning outcomes to the NCSCOS.
Comments: Began by stating objective of the lesson. Adjusted amount of book that was read for sake of time and to
maintain engagement
6. Evaluation/Assessment - Instructional Feedback

Intern provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
Intern affirms correct oral responses appropriately and moves on.
Intern provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue,
or allowing more time.
Comments: Further explained why objects were needs/wants after students explained to reinforce objective, asked
prompting questions to help guide students to answers, affirmed correct answers, repeated what students shared to
validate responses and used them to further explain your point
Strengths: Areas on which to focus:
Began by stating the objective of your lesson- needs and Think about how you could further explain why we need
wants certain things(in Kindergarten terms), like we need food or
Engaged students in sharing needs- nice job using what we would get hungry and tired, we need clothes or we
student said about a house as a need so we arent living would get too cold
on the street Try to wait for students to show you the requested
Good job explaining that a need is something we have to expectation before giving directions so that all hear you
have to live, but a want is something we dont need to have
Why did you put the water as a need?- good job asking
student to explain to help students distinguish as a need
Great job asking students why they put objects in certain
column to reinforce the difference between need and want
Called on students who were sitting nice and quietly
Great job connecting lesson to where one of your students
is traveling!
Nice job showing a map of where England is and
emphasized that pilgrims came all the way across the
ocean on a boat to the place where we live now
Told students to listen for needs and wants that they hear
within the story that you projected on the SmartBoard
Good job stopping to emphasize that the pilgrims had to
leave toys behind- you emphasized that they had to bring
what they needed and leave behind what they wanted, you
pointed out that they had food, maybe not food that they
wanted, but they had food that they needed
Stopped to emphasize that the book stated the Pilgrims
needed shelter- showed what they may have built their
houses from
Nice job knowing your story and where to fast forward to
so that you could emphasize the most important parts so
students didnt have to sit so long through the whole book
Drew attention to important parts of the book(and to
redirect students)
Connected to Thanksgiving holiday that some students
may celebrate
Had students turn and talk about what they would need to
take on the Mayflower
Clapped to regain student attention
Called on a student to explain directions to help redirect
her
Showed the sheet with the suitcase and explained how to
put 4 needs on the top part and 3 wants on the bottom
Quickly partnered students, handed them a sheet so they
could immediately move back to seat to start working
What are things you need to bring?- good assessment
question to ask while you circulated to partners
Were the learning outcomes for the students met? YES NO
Did the interns/student teachers classroom management support the learning outcomes?
Yes. Very nice job keeping up the energy of the lesson and keeping students engaged! Asked questions to redirect or re-
engage if needed. Add more praise to positively remind of expectations during transitions(I like how quietly ___ and ___
moved to the table and got started working!)
Was the Teaching Behavior Focus goal achieved?
Provide clear directions and make sure to do a guided demonstration- nice job explaining various portions of the
lesson, demonstrated the introduction sort, showed and explained the suitcase activity before sending students
back to seats
Engage students through discussion, and have a good balance between direct instruction and student
questioning- nice job guiding the discussion throughout and allowing students to turn and talk and share out,
then using their comments to further explain the lesson
Paraphrasing students verbal content- nice job repeating student responses and using them to further explain
your point
Student Intern Signature:______________________________________ Date:______________
Mentor Teacher Signature:___________________________________ Date:______________
University Supervisor Signature:___________________________________ Date:______________

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Elementary Education Formal Observation Form

Student:Audrey Moore Observer: April Bartley Grade: K

1. Classroom Climate/Culture - Student Behavior

2. Instruction - Instructional Time

3. Instruction - Instructional Planning and Presentation

4. Instruction - Instructional Monitoring

5. Impact on Student Learning - Facilitating Instruction

6. Evaluation/Assessment - Instructional Feedback

Were the learning outcomes for the students met? YES NO

Mentor Teacher Signature:_____________________ Date:

University Supervisor Signature:_____________________ Date:

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