Elementary Education Formal Observation Form

Junior/Senior Intern

Student: Lauren Stone Observer: Massengill Grade: 3rd Grade

Date: 4-6-17 Time: 9:30 Subject: Literacy

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: Relationships have been built and Ms. Stone has learned how to respond appropriately to students

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:
Some students were not engaged/on task during the debate

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: Delivery was well done!

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: Well thought out lesson with students in multiple places to ensure participation and engagement

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: Good connection to ELA

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: Students learned to debate an idea from a grade appropriate article with focus on reading comprehension
Strengths:
Very well thought out lesson
Encouraging participation was good
Great job to have them highlight in
the article for their opinions
Good job anticipating the
sex/gender word, headed it off and
it wasnt a problem.
Modeling was well done, quick mini-
lesson, good job modeling debate
with Ms. Kim, showed respectful
debate
How to argue with the idea, not the
person
Separated kids who werent
followed directions
Areas on which to focus:
Remind students to listen to each
other, some were not engaged and
listening during debate and talking
amongst each other
Encourage not to read from text but
share thoughts based on text
Remind according to the text
Helps with text evidence with reading
comprehension

Were the learning outcomes for the students met? YES NO

Did the interns/student teachers classroom management support the learning outcomes?
Yes, some students werent engaged the whole time but overall the class was managed well.
Was the Teaching Behavior Focus goal achieved?
Yes (see comments above)
Student Intern Signature:______________________________________ Date:______________

Mentor Teacher Signature:____Carla Massengill______________________ Date:__4/6/17_______

University Supervisor Signature:___________________________________ Date:______________