Observation Sheet Questioning

(Please complete this form for both primary and secondary professional experiences and
place in your ePortfolio)
Graduate Standards - AITSL
Professional Knowledge:
Professional Practice:
learning

1. Know students and how they learn

2. Plan and implement effective teaching and

Question Type

Do you feel your questions

were clearly structured and
readily understood by the
students?

Did you use a variety of

question types?

What balances was there

between the various
questions types?

Consider both why and

when you made use of the
different question types?

During my one hour lesson on creative writing I used

questions to check the students prior knowledge. For
example; What are narratives? What are some
examples of creative writing? Due to the students
answers being clear and evident to me that they
understood my questions, I believe my questions
were clearly structured and understood by the
students.
During the introduction of my lesson I used focus questions, for
example, in my creative writing lesson I asked what happened in
the story. In my small group lesson on fractions I asked questions
like What does 1/3 look like on a circle? Along with focus
questions I also used questions to check for understanding, for
example, Does everyone understand the task?
I made sure I didnt ask too many questions at once, I spread the
questions out throughout my lesson. I also made sure I didnt ask
for answers from the same person. I used knowledge and
comprehension questions during my introduction and mainly
evaluation questions during my conclusion.

The reason I used knowledge questions in my introduction was to

recall previously learned material. For example, how would you
show on this piece of paper? I used evaluation questions at the
end of each lesson to check students understanding by asking for
their opinions and judgements. For example, How would you
explain why we couldnt fold 1/3 onto this circle piece of paper?

Distributing and Directing Questions

Did you recognise any

pattern in the distribution of
your questions amongst the
students? Consider
reasons for this pattern?

How have you directed

questions to the group?

Have you used wait time?

Did you make eye contact

with the group as you
directed your questions?

The questions that I asked were in sequence with my lesson. I

asked open and knowledge questions in my introduction in order
to recall their knowledge and I used closed and evaluation
questions in the reflection/conclusion part of my lesson to check
the progress of the students learning.

When asking questions I would ask the class as a whole and wait
for someone to raise their hand. I noticed sometimes the same
person would raise their hand and there was a handful of students
who never did. This is when I would ask the question differently
in order to help the other students understand. This way I kept the
lesson inclusive.
I used wait time after a question in order to give the students time
to respond. I also spread my questions out, not asking five
questions in a row. I waited until a suitable time to ask questions.
I ensured that throughout my lessons I was making eye contact
with the entire class and not just focusing on one student. This was
also to make sure the whole class was engaged in the lesson and
listening clearly to my questions.

Reactions to Students Responses

How do you deal with
correct responses? Do you
qualify any praise given?

How do you deal with

incorrect responses? How
do you deal with students
who stumble and grope for
an answer?

When I was given a correct answer I used a simple well

done to praise the student. I always ensured that praise was
given to a correct answer so the students know they have
done well.
When given an incorrect answer I would say close, but not
quite the answer I am looking for, can you think of anything
else? while asking this I also dropped hints about the
correct answer. If there was still no answer, I would give an
opportunity to another student to answer. When students
would stumble and grope for the answer, I would ask them if
they want me to come back to them and at the end of the
discussion I would tell the student that if they have any
further questions I they can come up and ask me.

What use do you make of

the students responses to
develop the teaching point?
Have you redirected any
questions in order to add to
an initial response?

Are you the only evaluator

of the students answers?

Overall Comments

When given a response from students I would sometimes

elaborate on it myself to ensure I develop the teaching point. I also
redirected questions in order to add an initial response.
An example of when I did this was in the beginning of the lesson
when I asked them what a narrative was. I redirected the question
by asking can you now give me some examples of a narrative?

I was the only evaluator of the students answers and I was the
only one who responded. However my mentor teacher was
observing at all times and at the end of my lesson gave me
feedback on how I could improve on handing out and responding
to questions and answers.

Observation Sheet Management

(Please complete this form for both primary and secondary professional experiences and
place in your e portfolio)
Graduate Standards AITSL
Professional Practice:
1. Create and maintain supportive and safe learning environments
2. Planning for Effective Management

My lesson plan was effective because I included questions and

quotes which I would use to keep the class engaged in the lesson.
This was also beneficial to me because if I would forget something
due to nerves, I had my questions written down in front of me. I
E.g. How did the students
also had written down what I would use as a signal to begin and
react to your lesson overall
how I would check for understanding.
and to your planned
My students showed excitement when I explained to them what I
activities?
had planned for the lesson. They showed me interest and
enthusiasm during my lesson. All together I had three activities
Did anything unexpected
planned. There was my main one, which was writing the ending to
happen?
a story, and then also two more which I had provided for those
Did you provide a variety of students who finished early.
activities?
I had only expected to give out those activities to a couple of
students, I did not expect most of the class to finish my task early.
Were you satisfied with
Most of the class made it to the third activity.
your timing, particularly for
I was happy with my timing because I got through my
the end of the lesson?
introduction, main lesson and conclusion in 55 minutes. If I had to
change anything it would be to ask them to write at least half a
Did you feel you were able
to change things if needed? page for their endings, as some students wrote quite small
endings.
Was your lesson plan
effective for managing the
class?

Were you aware of

classroom procedures and
school disciplinary policy?
How much did you know
about your students?
How did your mentor
teacher maintain a safe
learning environment?
What strategies did your
observe your mentor
teacher using to maintain
this?

After the first day at my primary school I was aware of the

disciplinary policy. I was familiar with the counting off system
which the teachers used. One, students think about the choices
they have made. Two, a final warning and three, students get sent
to time out for 5 minutes. It was easy for me to learn the students
names. Knowing their names really helped me engage fully within
the classroom. This meant I was able to interact with individual
students according to their needs and personalities.
To maintain a safe environment my mentor teacher made sure
every lesson was inclusive and when asking students questions she
made sure they should all be able to answer the question, this way
the students wont be embarrassed if they dont know the answer.
Putting the students on the spot would be an unsafe approach
because it can be embarrassing for students, which is why my
mentor teacher avoided doing that.

Maintaining a Positive Attitude in the Classroom

How did you demonstrate to
the students that you valued
them, and enjoyed
learning?

While in the classroom I always demonstrated a positive attitude. I

welcomed students into the class room with a smile and greeting. I
always joined in class discussions and to show my enthusiasm and
had a laugh with students where appropriate.

E.g. Tone of voice, facial

expression, sense of
humour, introduction to
students and topic.

Which aspects of your

teaching style do you feel
helped you maintain class
attention?
E.g. Variety of activities,
class or group discussion,
pace of lesson, interest at
class level.

Did the students know what

was expected of them?

Were you able to redirect

energies of attention
seeking students? Did the
students have enough
To do?

To keep the students engaged in my lesson I showed my interest in

what I was teaching them. For example, when talking about
narratives I told them what my favourite story was. Having a
whole class discussion with a good amount of questions helped
me keep my students attention.

To check for understanding I asked a couple of students to repeat

what was expected of them. I also asked for thumbs up if you
understand. Therefore the students knew what was expected of
them.

It was difficult to manage the behaviour of attention seeking

students in class discussions because they liked shouting out.
However once they all went back to their seats it was easy to
maintain silence. Prior to my lesson I organised two extra activities
to do, so there was always something for them to do.

Dealing with Minor Misbehaviour

Were you aware of what
was happening in all parts
of the classroom? Did you
know what each student
was doing?

During my lesson I was walking around the classroom observing

and paying attention to what the students were doing. If there was
one of two particular students who started to get distracted and
act up, I would hang around their desk to keep them on task.

Did you take any action

when you observed poor
behaviour? Why? Why
not?

When I witnessed poor behaviour I only went as far as a warning,

this is because I was uncomfortable to take matters further on my
first lesson. Thankfully all the students were well behaved for me.

Did you use non-verbal

The main cue I used was a pause. If students were being
cues? E.g. Contact, pause, disruptive, I would stop what I was doing and saying and look
gesture, movement toward around the class until their attention was directed back at me.
student/s concerned.

Overall Comments

Schools as text looking at the whole school

Describe the school in terms of
its demographics, appearance
and resources (be general
here and do not name the
school).

The school was large and secure with gates.

There were grass areas as well as labelled
pavement areas for student activities during
recess and lunch. Plenty of bins were placed
around the school which assisted in the
cleanliness. Bathrooms were located on every
building/block. There was also a spacious
canteen and undercover area. Each
classroom had valuable resources which
included desks, chairs, whiteboards,
interactive whiteboards and computers. In
terms of demographics, the school was in
nice area and the students have come from
well off parents.

What were the roles and

responsibilities of the teaching
staff you observed?

A part from teaching their usual classes,

some other roles and responsibilities of the
teaching staff were keeping all marking and
work up to date and organised. All teachers
also had their own duty rosters. Which is
where they take turns in monitoring
behaviour at lunch and recess. Furthermore,
throughout my professional experience I
observed many different teaching roles, not
just the ones in the classroom.

After discussion with your

mentor teacher describe how
policies and processes of
government, administration
and schools have an effect on
the work of the teacher?

The work given to students is not all put

together by the classroom teacher. All
teachers in each year group and staff in
administration work together to come up with
work for the students according to the
curriculum and government requirements.
This ensures each class in each year group

are learning the same things and doing the

same work. Another government policy is
duty of care. All teachers have duty of care
for every single student in the classroom.
Students should be in the classroom with the
teacher at all times during school hours. This
is because if something happens to the
students while they are supposed to be in the
teachers care, the teacher is reliable.
Non-teaching staff support learning
What did you observe non-teaching staff
and teaching in the school by
doing to support teaching and learning in
keeping the school an organised
the school?
and safe environment. The
principal and deputy principal
would regularly visit classrooms to
check on students behaviour, but
most importantly show their
support to the students and
teachers. Staff in the
administration were there to keep
everything organised and up to
date. At the end of each day I also
observed the roles of the cleaners,
who are responsible for the
cleanliness of the school.

Students
You will have observed the
diverse nature of your classes.
How was this diversity
supported?

The class that I was observing was full of many

different academic levels, to support the
diversity students were divided into groups for
each subject. For example, reading and
spelling. Each group had work tailored to the
students academic ability. This was to ensure
students were not doing work too easy or too
hard. Another way the teacher supported the
diverse behaviours and personalities was by
seating arrangements. For example the more
disruptive students were separated from those
who were easily disrupted.

Function of Schools
Did you observe the connection
of your schools with the broader
community? How did this
happen?

The school I observed connected with the

community mainly through the parents. This
week began with a book week parade. During
the parade parents came to support their kids
and the school. There is also a Facebook page
for parents to connect with other parents. They
also used a website called connect, this was to
keep parents in touch with the teachers. This is
how the school connects with the broader
community.

What do you think the function

of school is?

The function of school is to create a safe and

enjoyable learning environment for not only the
students but also the teachers. The function is
to also create a welcoming community where
staff, students and parents are able to interact
with each other in a safe community.