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Cooperating Teacher Observation, February 17, 2005

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THE GEORGE WASHINGTON UNIVERSITY

Fairfax Transition to Teaching Partnership

TEACHING INTERN OBSERVATION FORM

 

Name:  Abigail Hunting

School:  Robinson Secondary

Observer: Jamie Odeneal 

Date: February 17, 2005

Number of Students:  11

Course Title: ESOL Literature—B1

Time:  12:35-2:10

Period: 7

 

INTASC BEGINNING TEACHER STANDARDS

I.          Knowledge of subject matter and how to teach it to students

II.        Understanding of how to foster learning and development, and how to address special learning needs

III.       Ability to assess students, plan curriculum, and use a range of teaching strategies that develop high levels of   student performance

IV.       Ability to create a positive, purposeful learning environment

V.                Ability to collaborate with parents and colleagues to support student learning and to evaluate the effects of ones own teaching in order to continually improve it

 

Focus of the Lesson :  The use of imagery in Hatchet.  Also, review of chapters 1-3 and reading of next chapters

 

Evidence to Support:

PLANNING (students' background, content knowledge & connections, goals & objectives, methods, activities, materials, resources, assessment)

--Agenda was on board and clearly communicated to students

--Put new agendas on students’ desk before they came in the room

--Did a good job reviewing content of previous reading with warm-up (“How is Brian feeling?”)

--Gave a brief reading quiz to monitor students’ at-home reading

--Great “mystery bag” hook activity to demonstrate description using the 5 senses

--Used a variety of examples to demonstrate imagery in the reading

--Solicited continuous feedback and examples from the students

--Each student already has a packet of materials for the unit.  This makes it easy to jump right into the lesson/activities. 

 

LEARNING ENVIRONMENT (climate, rapport, learning expectations, behavior standards, physical environment)

--Stayed focused with a “no nonsense” demeanor. Was friendly without going overboard.  

--Addressed students by name

--Everything on board and overhead was clear and easy to see.  Great visuals with the 5 senses!

--Made sure students kept heads up

--Called on students who appeared to be “tuning out” to try to bring them back into the fold

 

Suggestions / Questions:

--Continue to solicit answers and participation from all students to keep everyone on their toes

 

IMPLEMENTING INSTRUCTION (instructional goals & procedures; comprehensible content; extending thinking; monitoring, feedback &, adjusting; instructional time)

--Good number and variety of activities for given time period

--“Mystery bag” was a very relatable example of imagery to start out with

--Good examples pulled from book to demonstrate imagery

--Great discussion of imagery and its importance in a story like Hatchet

 

Suggestions / Questions:

--Could check to make sure everyone’s got the packet, is on the right page, has the book, etc.

 

TEACHER PROFESSIONALISM (reflecting, efficacy, professional relationships, communicating with parents)

--Open to suggestions about how to improve lessons and classroom management

--Eager to share and try original ideas 

 

Additional Comments:

Overall, this was a very well-organized and well-implemented lesson.  The challenge with this class is that they are sometimes sleepy and “out of it” at the end of the day.  Abby did her best to keep the students actively engaged with a variety of interesting activities to illustrate her main lesson about imagery. 

 


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