EDUC 202 Examining Teaching Practices

observers name: Charles W. Best IV

todays date: 6/8/2014

length of observation: 8 weeks

cooperating teacher: Lisa Austin

student observed: Ben W.

grade level/subject: 5th

objective of observation: Click here to enter text.

Directions: As completely and accurately as possible, describe the interactions between the teacher and
one selected student. Include direct quote and descriptions of the teacher and the students,
including facial expressions, gestures, and voice quality. Be careful, however, to avoid
making judgments.

time teacher quotes, actions, etc. student quotes, actions, etc.
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Teacher praises Ben for his hard work
Ben calmly accepts praise without any
outbursts
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text.
Ben is told to manage his impulsivity after
calling out in class without raiding his
hand.
He calmly returns to the task at hard as if he
had forgotten that calling out in class disrupts
learning.
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text.
Teacher allows Ben to be in charge of
opening the classroom door for all
visitors
Ben enthusiastically takes up his new position,
and quickly answers the door for all visitors.
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text.
Ben is loudly reprimanded for answering
a question too quckly and not
thinking even though his answer was
correct.
Ben becomes solemn and sinks down into his
chair, avaiding eye contact. Its clear that this
form of criticism is detrimental to Bens self
esteem.
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text.
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Virginia Teachers for Tomorrow


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continued on the next page


Now, lets pay special attention to gender equity practices. Respond to the following questions by choosing the
correct response from the drop-down menu in the column on the right. Please be cognizant of what the word
proportionate and its variation mean. For instance, if there are twice as many boys as girls in a classroom, a teacher
who exhibits good gender equity habits would naturally call on boys with twice the frequency as that for girls.

Teacher-Student Interactions
very frequently how often the teacher and students interact with each other
very frequently
males and females verbal comments (praise, remediation, instructions, etc.) with
proportionate frequency
rarely teacher calls on females with proportionate frequency
sometimes
females and males receive constructive comments in terms of conduct with
proportionate frequency
very frequently
teacher responds to answers provided by students with equity (praise,
clarification and follow-up questions, etc.)
very frequently
teacher spends proportionate amounts of time working one-on-one with females
and males
Classroom Activities
sometimes teacher maintains a cooperative classroom atmosphere
very frequently teacher regularly utilizes small group activities
not observed
teacher uses non-competitive grading scheme (for example, favors criterion
referenced over norm referenced)
Teaching Considerations
not observed teacher avoids using gender neutral language
very frequently teacher uses real world examples that appeal to both males and females
sometimes teacher exhibits fairness in treatment of males and females
sometimes teacher puts a stop to any actions by students that might be considered sexist
sometimes teacher promotes active involvement of all students regardless of sex

In the space below, please reflect upon your observation. What did you learn about this teachers
interactions with the one individual student? What did you learn about this teachers interactions regarding
gender equity? What techniques did you observe that you would use in your own classroom? What would
you change to enhance the learning?

This teacher greatly prefers working with small groups of students while others work
independently, some of these groups consist of only girls. She seemed to call on femakes slightly
more often and I could tell that the males of the class thought she was playing favorites