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Cooperating Teacher Observation, March 4, 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: March 4, 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 figurative language (alliteration, onomatopoeia, repetition, & hyperbole) in Hatchet

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

--Warm-up (Brian keeps repeating that he has “things to do.”  What were they?) provided a good way to review previous chapters and how the character is changing.

--Clearly articulated the objectives for the lesson (to learn about four new figures of speech) verbally and visually (the written agenda)

--Prepared all handouts necessary for the lesson ahead of time in a convenient booklet for each student

--Thoroughly reviewed the assigned chapters before the quiz

--Gave a reading quiz to assess who had done the reading and how well students had understood it

--Prepared an excellent and creative handout to illustrate all four figures of speech

--Gave each student a clear example of a figure of speech for the class to categorize

 

Suggestions / Questions:

--Can students use translators during a quiz?  I wondered about words like queasy, pine cones, kindling, etc.

 

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

--Used a friendly tone to start out class, asking how everyone was, if they were excited about the weekend, etc.

--Had students stand up and jump when the energy level seemed to be waning (great solution!)

--Circulated during the warm-up to make sure everyone was looking for the answer

--Discreetly conferenced with vision-impaired student about make-up work

--Used a very animated tone and demeanor when reviewing previous chapters to aid student understanding

--When each student had to read their figures of speech example out loud, it provided a great way for everyone to participate

--Handled a student’s homework complaint very diplomatically and reassuringly (“We’re gonna read some in class, so it won’t be too much.”)

 

Suggestions / Questions:

--Make sure to consistently call on all students, especially those who are reluctant to participate (i.e. James, Hyun Joo, Farid, & Jun.)

 

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

--Seamlessly moved from each activity to the next

--Thoroughly went over agenda so students knew exactly what to expect

--Again, the figurative language handout and examples were clear and comprehensible to all students (evidenced by their successful classification of the examples)

--Forced some students to wrap up the quiz so she could move on, did this in a friendly but matter-of-fact way

--Checked answers for reading quiz with students so they could get immediate feedback on how they’d done

--Students worked in pairs to complete fig. language practice in the packet.  This was a good way to guarantee that struggling students could get some help and be successful.

 

Suggestions / Questions:

 

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:

Abby seems to be moving through the unit at a good pace.  She is holding students accountable for their reading (which is very appropriate at this stage in the school year), and providing them plenty of opportunities to extend their literary thinking at a level that is within their reach.  Her academic and behavioral expectations are high yet reasonable and are therefore consistently met by students.


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