Standard 3: Observing, documenting, and assessing to support

young children and families.

Key Element 3c. Knowing about and using observations, documentation, and
other appropriate assessment tools and approaches.
Artifact: CHD 265 Advanced Observation and Participation in Early Childhood/
Primary Settings, Student Observation Feedback Form.
CHD 265 Student Observation Feedback Form
___Anoosh______________________

Observer: __Nahid Behnam__________________

2016_____________

I. EMOTIONAL SUPPORT
Positive Climate

Negative Climate

Student Name:

Date: _1-29-

Comments
When I walked into the classroom of 3-6 years old, the
children were sitting on the floor listening to their teacher
reading a story. They all were engaged, and the teacher
was reading with a very low voice and children also speak
very softly.
Not observed

Teacher Sensitivity

Teacher listened to each students question and comments

very attentively and didnt rush them.

Regard for Student (Child)

Perspectives

Children seem very calm, and relaxed, they didnt seem to

be tense or intimidated by adults in that room.

II. CLASSROOM ORGANIZATION

Behavior Management

Comments
When I walked in the very first thing I have noticed was that
how well behaved the children were. There was 25 students
ages 3-6, and they were all busy working in different areas
they were all engaged and seem to know what the routines
were.
I was amazed to see how well these little ones know what to
do. From working with each other, solving problems, to
moving from one station to the next. When they were
finished from one station they simply would get up and tap

Productivity

Instructional Learning Formats

III. INSTRUCTIONAL SUPPORT

Concept Development

Quality of Feedback

Language Modeling

Literacy Focus

the teacher on the shoulder just to say I am done and

moving to the next activity.
The teacher went over all the activities that were planned
for that day. Show the children on how to use the materials
properly. I found the materials that they use at Montessori
very interesting and stimulating for children and they that
they make learning fun.
Comments
I have observed that in Montessori school, the focus is for
children to learn to the best of their abilities, and encourage
them to do so by given them a lot of opportunities and
stimulating materials to learn from, and also make sure
they are age appropriate.
The teacher was moving from one student to the next,
asking them questions, giving them enough time to answer
and making sure they know what the concept before the
move to the next activity.
When the student came to teacher with a question the
teacher listened then ask them a questions to see if they
can come up with the answer. Kept on talking to them with
a very soft voice and model that kind of talking. Students
did the same thing, and speak with each other with a very
soft and gentle voice.
The Montessori school has its own textile materials that I
found phenomenon for learning. Some of the students were
making books about birds, then looking at other books to
find more facts to write about birds. Some were making bird
feeders with the help of an adult. And some were just
copying letters and practiced writing. I have noticed that
each student was working on materials that were age
related.

This is an observation tool called student feedback I have used in CHD 265
Advanced observation and participation in early childhood primary settings. I
did this assignment during my third year of course work. I developed this to
show my ability to observe, collect, and record and to assess behavior
accurately. This assignment also developed to show my understanding of
who to collect information about children in timely matter.

This artifact show my growth as professional because it indication that

I can observe children without being subjective. And using different
observation tools such as running record, check list, frequency counts,
and anecdotal notes that helps me understand that each individual
work in different pace. This artifact addresses Standard 3
Observation, and documentation and assessing to support

Young Children and families. It addresses key element 3a,

Understanding the goals, benefits, and uses of assessment-including
its use in development of appropriate goals, curriculum, and teaching
strategies for young children. This artifact falls under this standard
because it helps the observer on how to work with young children and
create an environment for them that is safe organize, and full of
learning activities. It helps the observer to teach who to support the
student in different areas of learning, such as literacy focus, language
modeling, and quality of feedback.