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Cooperating Teacher Observation, March 16, 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 16, 2005

Number of Students:  10

Course Title: ESOL Literature—B1

Time:  7:50-9:05

Period:  

Name ____Abby Hunting________________ School ____Robinson Secondary School_______________

Observer ____Jamie Odeneal_____________          Date _________March 16, 2005____________________

Cooperating Teacher _Jamie Odeneal______   Number of Students ______11_______________________

Course Title __ESOL 2 Literature_____                      Time __7:50-9:05______    Period ___1_____________

 

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:  Peer response and peer editing for creative essays on 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

--Gave a reading quiz to assess students’ understanding of previous chapters

--Clearly articulated today’s goal which was to work through the peer response and peer editing steps in the writing process

--Provided a handout with step-by-step instructions for peer response

--Modeled on the overhead how to do the peer response

--Role-played with a student how to work together so that students would actually talk and communicate their ideas rather than just switch papers

--Provided a list of “editing marks” and demonstrated how to edit using an anonymous student example on the overhead

--The topic of the essay connected the story plot, figures of speech, and use of imagery. This was consistent with the emphasis of the unit as a whole.

--Had students bring 3 copies of the essay which was very useful

 

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

--Agenda clearly written on the board

--Abby’s tone was friendly and businesslike

--Involved two students in the peer groups even though they hadn’t brought their essays.  This gave those students a way to still learn from the experience even though they hadn’t prepared.  She did this without embarrassing the students at all.

--Circulated while students worked in groups to answer questions and keep them on task (although most students stayed on task anyway.)

--Addressed students who got off topic in a direct but non-confrontational way

--Told students when they were to work silently and when and how to talk when appropriate

--Kept her cool when several students would ask the same questions

 

Suggestions / Questions:

--None

 

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

--Kept students focused and efficiently moving from one step to the next

--Provided time limits for each activity

--Modeled each step so students could see exactly what they had to do

--Students were able to find figurative language and imagery examples in peer papers.

--Essay gave students an opportunity to extend their understanding of fig. language and imagery by creating their own examples

--Essay gave students a chance to extend the story using their own imagination and interpretation of the character and the story

--Kept students focused from bell to bell (great planning!)

--Wrote on board and communicated verbally expectations for next class (that they would turn in all steps of the essay with the final draft as well as the packet)

 

Suggestions / Questions:

--None.

 

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

--Abby had organized a conference with the mother of one student in this class because he was not turning in his homework, doing his reading, or being respectful in the classroom.  Today his behavior was markedly improved, and he managed to catch up on much of his missing work.  This demonstrates that the conference was a success!

 

Additional Comments:

Overall, Abby has expertly guided the B1 classes through the reading of Hatchet, the literary activities, and the final essay project.  Her organization, timing, creative materials, and clear understanding of student potential have made this a successful unit for Abby and her ESOL 2 students.

 

 


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