To use this form, the student should delete all red and blue commentary. Then, complete the sections with the information from your observation. OBSERVATION FORM School: Nightingale Elementary School Date: 09/08/06 Teacher: Mrs. Doughty
Grade: 1st
Time:
8:30 – 11:45 a.m.
Subject: Reading
I. Class Demographics: Be specific – you will probably have to talk with the teacher in advance about this section. (Depth: Approximately 150-200 words) This class was almost evenly divided with 9 girls and 11 boys. One male student was diagnosed with ADHD, while another exhibited behaviors that seemed to indicate attention deficit as well. Two Hispanic students, one boy and one girl, were labeled as English as a second language and had difficulty reading. There were also two boys and one girl who are learning disabled in reading and attend content mastery for additional support.
II. First Impressions: What is the “unique flavor” of this classroom (Eby, 2006, p. 28)? (Depth: Approximately 200-250 words) According to Eby (2006), “When your students walk into your classroom for the first time, they can sense a particular climate or environment within a few moments” (p.28). • • • •
The classroom was somewhat cluttered, disorganized. Many teaching materials scattered about the room, posters that had been allowed to fall partially off the walls, and the classroom sink had mud all around it from a student scraping his shoes. Most of the students’ desks had also been allowed to get messy and many had materials on the floor by their chairs. On the back table, the remains of the teacher’s breakfast remained although the trash can was sitting right beside the table.
• For some students, this type of environment may have seemed inviting, “lived-in.” However, I would be concerned that students would reflect the teacher’s lack of organization and assume that “sloppiness” is acceptable. III. Teaching Strategies and Lesson Description:
While this section is important, please do not feel a need to elaborate in-depth. The focus of this assignment is not for you to critique or observe the teacher. This assignment is about classroom interactions. (Depth: Approximately 150-200 words, a bulleted list is fine) 1.
This lesson was on student safety, taught as a whole-group, teacher-focused lesson
2.
Some modeling but mostly direct instruction;
3.
During guided practice, small group instruction with remaining students at learning centers doing selfdirected tasks;
4.
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IV. Record of Interactions This section can be tallied as you are actually observing the class: Type of Interaction: Positive Praise
Scholastic Challenge
Behavior Correction
Sarcasm or criticism
girl(s)
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boy(s)
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Teacher to:
learning challenged student(s) with behavior problems students of other cultures whole group
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V. Notes on Interactions: This is the most important section of your work. Be sure you note the interactions the teacher has with different types of students – • •
do you see negative discipline, praise, scholastic challenges, friendly and positive attention, hostile remarks, etc.? Is there a pattern in terms of which students receive which types of responses?
Again, a bulleted list is acceptable. However, include your own reflections and any applicable commentary from Eby. (Depth: Approximately 350-400 words)
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At one point, the teacher sarcastically told the LD boy, “Your desk is a pig pen.” As Eby (2006) states, “Students’ ability to learn is greatly enhanced when their self-esteem and self-perception is strong…” (p. 62). This student immediately slunk down in his desk and did not participate the rest of the class. It was very apparent that the teacher allowed the girls to talk and be off task while she was diligent about correcting the boys’ behaviors. When she corrected students, it interrupted the entire class. This teacher would have benefited from some understanding of “withitness.” “Withitness is expressed more through teacher perceptiveness and behavior than through rules or harsh words” (Eby, 2006, p. 7). ………………………. …………………………….. ……………………………………. …………………….