@ MURDOCH Sa UNIVERSITY PERTH, WESTERN AUSTRALIA, 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: Question Type 4. Know students and how they learn 2. Plan and implement effective teaching and learning Do you feel your questions were clearly structured and readily understood by the students? Yes, Last weele whist tn primany N usualy had to re phrase Tre duestron of they didnt underst Mas week (wad ak high school ancl re questrons were ecu) bo uncer st as they were Yecr O'S and coulch Xe RAL Did you use a variety of question types? [ieee ecg ak Hugh School none Grecd Use ended Gvestions Such as what caflrenced we ke Choose us OSE 7 (ather eae a cosed queitor such aj What balances was there AS REP mare Lrformeakror | ved to between the various . questions types? Lacaporcte yore open questions Ko get vrere pie fron tre STOLMENES WEA T WGAEER WORE CAFR OSS] Conese bom aD lows of a student lwoutd ash when you made use e . diferent question types? (ZS OPED Gite SELON . Wher NOE MUO nfo cetee was needed | woud e a closed Questvon . Murdoch University 78 So questans wally gue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: 4. Create and maintain supportive and safe learning environments 2. Planning for Effective Management [The studenkS USC Entre WEL ALR Was your lesson plan llwas vi in Y) LUCE. OB (en, da effective formanaging the Ke. clasewek ten the cbs teen class? Krey at went OL ED Compieke theicwote, Tre saidents veacktd posithvely and e.g. How did the students won react fo your lesson overall (OMMPLLLe d both achurttes | sek far Chem. | and to your planned Was so happy with One Woy oneal | activities? and engaged” as Sw of thon anit | | CA ribuke much to class. | Did anything unexpected 1 only Unexpectedt thing that heuppened eoneny was that my menter ten made fayments Cote students abouk how | Did you provide a varity of Gr cy ita full the Ths activities? A aS a bit frustrating becouse | had |Were you satisfied with [ALread.y Sorc to aaa eae & your timing, particularly for LL Ue oe and ce Was 1 ree the end of the lesson? lesson: YeS there Were 2 achwied ood, tameline ond defurntron join Ache i t for - Did you feel you were able IESSOA Was med welt and uw i to change things if needed? ro eae ee See gt Regen Were you aware of Mme Dudents MME ote class aie VI ‘A ec’ classroom procedures and dents Whe cane eweny fra school disciplinary policy? leno Mud about tenn a V had How much did you know er met then kefor ©. AS i weat bout your students? Og with the leSSONONd tHe day lt) agate . was Ske 4D gek to know them How did your mentor by more. |teacher maintain a safe Pry mentor teacher did not alway) Hearing environment? = faa Wot her StUGENtS Were VE +O | What strategies did your (tre cicass . tf dont co | observe your mentor Wyreic Worle she doBnt chase teacher using tomaintain (oo Vf a student walhed ovt they this? ae Wouidl se et oncched_qs TUACh | 78 Murdoch University’ Maintaining a Positive Attitude in the Classroom . JWhen delienna amie FESSOR V How did you demonstrate to \eepr mM EN ee gcoak the students that you valued eel amd pracle sure | Er peal oe ca Fostact with the scudents @ctn ng’ Around the roan helpin Ane studeny e.g. Tone of voice, facial [If They were stucle Cola help Them, expression, sense of fealis€ thet | valved treir He humour, introduction to an A PMO importantiy Hed (eGo G students and topic. . IC believe taleingtre We Class oF tne | Which aspects of your lstar+ Gbout hi tam at uni stuc sag teaching style do you feel Nd have te teach a ciass lessory helped you maintain class for ON ASS cl niga heipect them focws, atbention 7 Lad 2 orup diswssSims ond 2 | i " Hi he f th endertcok which (e.g. Variety of activities, a) class or group discussion, a So kept thers -forssed and pace of lesson, interest at PO+erestcd . class level. | Nes they did. At tne star+ of the - Did the students know what jessory T €xPlcine d that +h was expected ofthem? =» Were expected to listtin and twovid Kpprecicse their part caparian | Tere WEE no Attenhoay eee) |Were you able torediect Students IN My AASS. he Stodenty energies of attention Nad tne worksheets TO compete and seeking students? Didthe contrite to Clas) Cliscugsions | students have enough | to do? Murdoch University 78Dealing with Minor Misbehaviour of the classroom? Did you know what each student when you observed poor behaviour? Why? Why not? phot hey thou Is. AS| WAS Up the front of TRE Gass Were you aware of what deivenng tre 1es3ON LWAS GWOre oF was happening in all parts suede gelag 9 - Whilst +ne eats Were” Completag tneim esheets Lwovid oo In dO was doing? frcniter how trey wes garg QUANG my I€S8On Ihad a f cS) Did you take any action Isto dents not doing Gry work, vai went AS then and Beer eee aN asrRing When ge the Swer | Did you use non-verbal cues? e.g. Contact, pause, | gesture, movement toward “jvused Movement toward d SVeeTtHS AO were No} dow thar wok Which cavsetl thea student/s concerned. yo gat again. Overall Comments ‘Murdoch UniversitySchools as text - looking at the whole schoo! Describe the school in terms of its demographics, appearance and resources (be general here and do not name the school) The school! attended Nad A\ey Of Wbbish and wasn't AS nice ASA lor Ck cher nigh ISONCAIS IAN MeNndurah, had plenby of (eSources UN Ane Arts WT the Shool rel kcoked a bt hike a prson. Mere was Giot of diversity ginou+ tre eee ely krudents fron gong tothe J lek school Ads dunnd f 3 The teathers“had choo) hou re role Of making sre seodeny lave complenng we (which a Small Garand of er Be Carper’ and yrey alSc had a duty eyate Ts was tO make Kure Students were In ClGss ond Ite WerenT 1 WON Hdd pur FO Mace Them Treo. a o ‘After discussion with your mentor teacher describe how policies and processes of goverment, administration and schools have an affect on the work of the teacher? iC enables Cra Céocher +O nov what is exy7ected f Men and to have a framework +o gp boy. Murdoch University 8’ What did you observe non-teaching iPrere Werk Many Curses God staff doing to support teaching and TAMAS ANPSUgGneUt the scinco\ leaming in the school? ever provided Jearning for Stdet. A few of theme programs n&e talled Clantat, success and Urccuy. Mere were also EAS that follougd disability students inte thre clasy to help trem our. ‘Hront Office resee hor earners *lGordensrs ‘Students You will have observed the ewas aor of Indi OV) diverse nature of your classes. en chexnts out tre” clasiey How was this diversity eet Rae visual Arts, ‘supported? so. sy SA also ing progrom called dortacf thot orted Indi s students iW & range oF achvi Hes ond ESSOAS, SUCCES WOS ANOtROr eA ban, as r aisenqgage bur this was fo ogee dents dd tne sted lof tris ony weer +o school ro} Aam to lpm. Gaicws or anor lprearann for boystres chi Oren. q were dhiidrenurttn disci and Wey wee sugeced. by having aA Ex camino, TO AGS ‘Murdoch University 83Function of Schools of your schools with the broader community? How did this happen? Did you observe the connection nr NI ROA A & TaaN OH y in the commun Py. THIS was ent The MIdister comin tA to faiz+o me children Pine Was also A MONMING tea That Iwas held for he SrA +1 Ot hwas Supported athe Churn grove: An Indi SAMA RT ASO came In +a\h +o Inne Clontacf Students *O linspice Them. A rapeer from the pout grove Came +o perform or lunda Hane Lor The students as wu) ‘What do you think the function of school is? Ine funth or of Mid Iscrrool ist cater for siarcLents with divers back yrovadsand negd s - (hex have 7 spewali programs sudo, Inspr) suctess, focus, Flexi“ Link, CLAN, SSEP and Gyes ick open These help stedents Stay on rack. Murdoch UniversityDistributing and Directing Questions Did you recognise any patter in the distribution of your questions amongst the students? Consider reasons for this pattern? JSone dacdents ad noe anderstanth tre questions and have not dog ihe work so ve was difficntk bo | gee a cock answer, |sSuqgested tthak Ehey get on uth Weer work, How have you directed questions to the group? | \\ reached the grup in on [Bae tpeerenrer tes Z & Cham to feet kam fortabe and “hur started b> question tum Have you used “wait” time? Tard AO Nave GS USE Wart time Cen Khe Moy SChool Stuct-entl aw rich os | adcl With paar, - | | Did you make eye contact with the group as you directed your questions? Hes Utena eye UNntack Ls tmportant lwhen you are tulkang T a grip fas Le Srows to Hem ene ort are Igeveng then pur Ful oteeEnt o% 1 a Reactions to Student’s Responses How do you deal with correct responses? Do you qualify any praise given? REA respoase CS Corre T Gave them Prarse for hou Gea wore Bad eULthin to here gong or bea ther Work. How do you deal with incorrect responses? How do you deal with students who stumble and grope for an answer? tudents onswerea wath & ae respense Iwata btwn aan Chat (ney hadnt dont tre Work dak they were meant 6. if Loul ob answer tre quest ons 19 78 PON BAak Wet BRAVE DO WE THOE rey nad carpeted Re work Murdoch University’ | wma use do you make of | the student's responses to sed on Lhot part Gre stden ky | develop the teaching point? Gre Wp &. for example Uf the, Have you redirected any : the | questions in order to addto AVE MEL completed a work woud ash them question hee Cou taeaey PLECS of Fac eee (ie questhonsthat are ashed ape] 21! z | I, SOidents Gre GS awe ce | Are you the only evaluator CU Oke therr ansiwecsd to dekerm¢ [ofthe students answers? neve Hey are up to un Kher eile JOnd can either ge loach on track | | er keep Wweckrng . Overall Comments ‘Murdoch University