Observation and Reflection Form Week 1

Intern Name__Sarah Howes__ Co-op Teacher__Ms. Jansen__

Date(s)

__2/1/2016 & 2/3/2016__

Instructional Topic(s): Students are learning about one-variable inequalities. One-variable inequalities are
about evaluating all possible values of a variable by evaluating inequalities and by determining if given
values make an inequality true.
Ms. Jansens goals for students are:
I can speak using the correct math vocabulary.
I can write and graph inequalities.
Objective(s):
6.9 A: Expressions, equations and relationships. The student applies mathematical process standards to
use equations and inequalities to represent situations. The student is expected to: write one-variable,
one-step equations and inequalities to represent constraints or conditions within problems.
6.9 B: Expressions, equations and relationships. The student applies mathematical process standards to
use equations and inequalities to represent situations. The student is expected to: represent solutions for
one-variable, one-step equations and inequalities on number lines.
6.9 C: Expressions, equations and relationships. The student applies mathematical process standards to
use equations and inequalities to represent situations. The student is expected to: write corresponding
real-world problems given one-variable, one-step equations or inequalities.
6.10 A: Expressions, equations, and relationships. The student applies mathematical process standards
to use equations and inequalities to solve problems. The student is expected to: model and solve onevariable, one-step equations and inequalities that represent problems, including geometric concepts.
This week, I helped the class and my teacher in the following ways:
2/1: I passed out colored pencils to the tables for the lesson in second period. We played bingo with third
period and helped the students with their math equations.
2/3: I helped students with the math worksheet and solving the inequalities in second period. Ms. Jansen
needed to leave the room for a moment and left Mr. Garcia and I monitoring the classroom. In third
Period, we played bingo again with the students and helped the students with their math equations.
My question for discussion this week is: What obvious procedures are in place in the

classroom you are observing?

Students line up outside of the classroom against the wall before class begins. Before the students come
in to the classroom, Ms. Jansen tells the students what their voice level should be, what they need to do
once they enter the room. Students are able to sharpen their pencils when they need to. Ms. Jansen has
a cup of Popsicle sticks with her students names on them that she uses throughout the class period to
call on. She asks her to give her five as an attention grabber. If a student is being disruptive, Ms.
Jansen asks to have a conversation with the student outside of the classroom.

Observation and Reflection Form Week 2

Date(s)

__2/8/2016 & 2/10/2016__

Instructional Topic(s): Students are learning about one-variable inequalities. One-variable inequalities are
about evaluating all possible values of a variable by evaluating inequalities and by determining if given
values make an inequality true.
Ms. Jansens goals for students are:
I can speak using the correct math vocabulary.
I can evaluate inequalities.
Objective(s):
6.9 A: Expressions, equations and relationships. The student applies mathematical process standards to
use equations and inequalities to represent situations. The student is expected to: write one-variable,
one-step equations and inequalities to represent constraints or conditions within problems.
6.9 B: Expressions, equations and relationships. The student applies mathematical process standards to
use equations and inequalities to represent situations. The student is expected to: represent solutions for
one-variable, one-step equations and inequalities on number lines.
6.9 C: Expressions, equations and relationships. The student applies mathematical process standards to
use equations and inequalities to represent situations. The student is expected to: write corresponding
real-world problems given one-variable, one-step equations or inequalities.
6.10 A: Expressions, equations, and relationships. The student applies mathematical process standards
to use equations and inequalities to solve problems. The student is expected to: model and solve onevariable, one-step equations and inequalities that represent problems, including geometric concepts.
This week, I helped the class and my teacher in the following ways:
2/8: I aided Ms. Jansen by grading worksheets for her and putting the grades into her grade book.
2/10: Ms. Jansen wanted for us to cut out games for the students to use next week.
My question for discussion this week is: How does your Cooperating Teacher help build

Rapport with his/her students? What is the interaction style of your CT?
Ms. Jansen wants to have structure and routine in her classroom because most of her students have
stressful lives at home. She longs for her classroom to be a place of consistency for her students. Ms.
Jansen enjoys club days when she doesnt have to be a teacher and she can simply hang out with
students. When students were waiting outside of the classroom, she was asking them about their
weekends and if they watched the SuperBowl or not. Once the students were in the classroom, she asked
her students if they had any weekend stories that they wanted to share with the class.

Observation and Reflection Form Week 3

Date(s)

__2/17/2016__

Instructional Topic(s): Students are interpreting given situations and representing those relationships in
different ways and graphing those relationships on a coordinate plane.
Ms. Jansens goals for students are:
I can speak using appropriate math vocabulary while representing a relationship in different
mathematical ways.

Objective(s):
6.6 A: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: identify
independent and dependent quantities from tables and graphs.
6.6 B: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: write an
equation that represents the relationship between independent and dependent quantities from a table.
6.6 C: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: represent a
given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.
This week, I helped the class and my teacher in the following ways:
2/17: This week we had a sub in class, so we helped the students with their worksheets and answered
questions they had about their worksheet.
My question for discussion this week is: What Are some of your negotiables and Non-

negotiables in the classroom? (for instanceit makes me CRAZY when students talk
over each other or me when we are talking in class.) How will you help students
understand and limit these?
Non-negotiables in Ms. Jansens classroom are the content and procedures. Some negotiables in her
classroom are how the content is taught, how students can earn free time, and how students can prove
they understand the concepts.

Observation and Reflection Form Week 4

Date(s)

__2/22/2016 & 2/24/2016__

Instructional Topic(s): Students are interpreting given situations and representing those relationships in
different ways and graphing those relationships on a coordinate plane.
The students had to work individually to write a one-page response to one of these three questions: How
do you use math outside of school? How could you use math outside of school? What are 3 ways you can
use math outside of school?
Objective(s):
6.6 A: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: identify
independent and dependent quantities from tables and graphs.
6.6 B: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: write an
equation that represents the relationship between independent and dependent quantities from a table.
6.6 C: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: represent a
given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.
This week, I helped the class and my teacher in the following ways:

2/22: Mr. Garcia and I aided Ms. Jansen by monitoring students as they wrote their writing samples and
graded worksheets.
2/24: Mr. Garcia and I helped students as they worked on their worksheets answering any questions they
had.
My question for discussion this week is: What have you learned so far from working with

students?
Relationships with your students are everything. If your students like you, they will knock down walls for
you. You should ask your students how they are doing, possibly going to their extra-curricular activities,
or being involved in an after school club.

Observation and Reflection Form Week 5

Date

__2/29/2016__

Instructional Topic(s): Students are interpreting given situations and representing those relationships in
different ways and graphing those relationships on a coordinate plane.
Objective(s):
6.6 A: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: identify
independent and dependent quantities from tables and graphs.
6.6 B: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: write an
equation that represents the relationship between independent and dependent quantities from a table.
6.6 C: Expressions, equations, and relationships. The student applies mathematical process standards to
use multiple representations to describe algebraic relationships. The student is expected to: represent a
given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.
This week, I helped the class and my teacher in the following ways:
2/29: In second period, Ms. Jansen had Mr. Garcia, herself, and I each review questions with a small group
of students in preparation for their upcoming test. In third period, the students were in the library and I
aided Ms. Jansen by monitoring students progress on their activity and answering students questions.
My question for discussion this week is: How do you plan a lesson or Activity for Teaching?

Id really like to hear about how much time/effort you put into devising a good
lesson/Idea during this semester.
Ms. Jansen first looks at the standards. She specifically looks at the verb in the standards. She believes
that using the readiness standards is better than using the supporting standards. Her and the other sixth
grade math teachers create a unit organizer because of SIM. Ms. Jansen then decides how she wants to
present the information to her students such as using a frame. She determines how she wants to get her
students to demonstrate what they have learned from the days lesson.

Observation and Reflection Form Week 6

Date(s)

__3/7/2016__

Instructional Topic(s): Students are evaluating units of measure and polygons by converting between
units of measurements.
Students completed a F.R.A.M.E (Focus on the topic, Reveal main ideas, Analyze details, Make a so
what statement, Extend the learning) to help them with converting measurements as a whole class.
Objective(s):
6.4 H: Proportionality. The student applies mathematical process standards to develop an understanding
of proportional relationships in problem situations. The student is expected to: convert units within a
measurement system, including the use of proportions and unit rates.
This week, I helped the class and my teacher in the following ways:
3/7: Today in second period, we started a new unit and I helped to monitor as students filled in the Frame
model with Ms. Jansen. In third period, Mr. Garcia, Ms. Jansen, and I each helped a small group of
students with problems involving converting measurements.
My question for discussion this week is: How do you help develop students literacy Skills

(reading, writing, comprehension, vocab development, fluency) in your Class? What

ways is your Cooperating Teacher working to develop these skills?
Ms. Jansen helps to develop her students literacy skills through reading the word problems, reviewing
vocabulary and key terms, and focusing on what the question is asking. Math word problems can be
confusing at times, so Ms. Jansen wants to help her students be able to recognize what the question is
asking to be able to answer correctly. With key terms and vocabulary, Ms. Jansen finds words that are
similar to the vocab word to help students remember the vocab word. She uses pictures to help students
remember the vocab word as well.

Observation and Reflection Form Week 7

Date(s)

__3/21/16 & 3/23/16__

Instructional Topic(s): Students are evaluating units of measure and polygons by determining volume of
rectangular prisms and area of three & four sided polygons.
Students completed a F.R.A.M.E to learn more about area of polygons and volume of 3-D shapes. They
used the completed F.R.A.M.E to work on a worksheet with 8 problems.
Objective(s):
6.8 B: Expressions, equations, and relationships. The student applies mathematical process standards to
use geometry to represent relationships and solve problems. The student is expected to: model area
formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these
shapes.
6.8 C: Expressions, equations, and relationships. The student applies mathematical process standards to
use geometry to represent relationships and solve problems. The student is expected to: write equations
that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and
volume of right rectangular prisms where dimensions are positive rational numbers.

6.8 D: Expressions, equations, and relationships. The student applies mathematical process standards to
use geometry to represent relationships and solve problems. The student is expected to: determine
solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and
volume of right rectangular prisms where dimensions are positive rational numbers.
This week, I helped the class and my teacher in the following ways:
3/21: We passed out the frame worksheet to students, then followed along as the whole class filled in the
frame.
3/23: We aided students in completing a worksheet by answering their questions.
My question for discussion this week is: How does your cooperating teacher Incorporate

Vocabulary Instruction? Is Vocab a part of his/her practice? Are there vocab words on
the walls, dry erase board, or in student work?
At the beginning of the unit, Ms. Jansen has students complete a vocabulary knowledge rating. Students
rate how familiar they are with a list of vocabulary words on a 1 5 scale. In Advisory, students use
LINCS to help frontload content vocabulary for the unit. Students create flash cards as well. During the
unit, Ms. Jansen uses and applies the vocab word daily to help students grasp the meaning of the vocab
word. At the end of the unit, the students complete the second part of the vocabulary knowledge rating.

Observation and Reflection Form Week 8

Date(s)

__4/4/16 & 4/6/16__

Instructional Topic(s): Students are creating and analyzing a dot plot. Students are displaying, analyzing,
and summarizing data.
Students worked to fill in their unit organizer (UO), then their F.R.A.M.E as a whole group.
Ms. Jansens goals for students are:
I can speak using math vocabulary while creating box plots.
Objective(s):
6.12 A: Measurement and data. The student applies mathematical process standards to use numerical or
graphical representation to analyze problems. The student is expected to: represent numeric data
graphically, including dot plots, stem-and-leaf plots, histograms, and box plots.
6.12 B: Measurement and data. The student applies mathematical process standards to use numerical or
graphical representation to analyze problems. The student is expected to: use the graphical
representation of numeric data to describe the center, spread, and shape of the data distribution.
6.12 C: Measurement and data. The student applies mathematical process standards to use numerical or
graphical representation to analyze problems. The student is expected to: summarize numeric data with
numerical summaries, including the mean and median (measures of center) and the range and
interquartile range (IQR) (measures of spread) and use these summaries to describe the center, spread,
and shape of the data distribution.
6.13 A: Measurement and data. The student applies mathematical process standards to use numerical or
graphical representations to solve problems. The student is expected to: interpret numeric data
summarized in dot plots, stem-and-leaf plots, histograms, and box plots.
This week, I helped the class and my teacher in the following ways:

4/4: We mainly observed instruction today, but Mr. Garcia and I supported students as they worked on
example problems throughout the lesson. In third period, we were in the computer lab monitoring
students as they worked on the computers.
4/6: Mr. Garcia and I sat around the room today. We helped students as they found the minimum,
maximum, lower quartile, upper quartile, and median to make a box & whisker plot. Ms. Jansen wanted
for me to sit with a specific student and to help keep her on task. In our Third Period, Mr. Garcia and I
taught about ways to pay for college.
My question for discussion this week is: What have you learned about yourself as a teacher

through your work in the block (both in our class and in your CTs classroom) this
semester?
I have learned that being a teacher is being many persons to your students. You are their friend, their
mentor, their leader in the classroom, and many others. I came to this realization this semester and
learned that I had always thought that you were just their teacher. I have learned that I enjoy working
with sixth graders. I have seen the need to learn Spanish as well. Most students in this area of Austin
speak Spanish primarily.

Observation and Reflection Form Week 9

Date(s)

__4/11/16 & 4/13/16__

Instructional Topic(s): Students are creating dot plots and understanding how to distribute data. They will
be displaying, analyzing, and summarizing data.
Ms. Jansens goals for students are:
I can speak using the correct math vocabulary while creating and analyzing a dot plot.
Objective(s):
6.12 A: Measurement and data. The student applies mathematical process standards to use numerical or
graphical representation to analyze problems. The student is expected to: represent numeric data
graphically, including dot plots, stem-and-leaf plots, histograms, and box plots.
6.12 B: Measurement and data. The student applies mathematical process standards to use numerical or
graphical representation to analyze problems. The student is expected to: use the graphical
representation of numeric data to describe the center, spread, and shape of the data distribution.
6.13 A: Measurement and data. The student applies mathematical process standards to use numerical or
graphical representations to solve problems. The student is expected to: interpret numeric data
summarized in dot plots, stem-and-leaf plots, histograms, and box plots.
This week, I helped the class and my teacher in the following ways:
4/11: I worked with the same student again in second period today. She was having trouble focusing
today on the work. I was her partner on a class project. We worked together to create a dot plot from
given information. In third period, Mr. Garcia and I graded papers for Ms. Jansen.
4/13: I worked with a different student in second period to complete a worksheet because she was
absent the previous day. After we completed the worksheet together, I helped other students in class to
complete the same worksheet. In third Period, we were in the computer lab and monitored students on
the computers.

My question for discussion this week is: What goals do you have for yourself going forward

next semester? What have you struggled with this semester that you want to
strengthen?
My goals for next semester in my second block include teaching in the classroom more, seeking advice
from my cooperating teacher, and writing more lesson plans. This semester I struggled with asking follow
up questions when working directly with students, I would like to improve on that.

Observation and Reflection Form Week 10

Date(s)

__4/20/16__

Instructional Topic(s): Students are displaying, analyzing, and summarizing categorical data.
Ms. Jansens goals for students are:
I can speak using math vocabulary while creating and analyzing relative frequency and percent
bars.
Objective(s):
6.12 D: The student applies mathematical process standards to use numerical or graphical
representations to analyze problems. The student is expected to summarize categorical data with
numerical and graphical summaries, including the mode, the percent values in each category (relative
frequency table), and the percent bar graph, and use these summaries to describe the data distribution.
This week, I helped the class and my teacher in the following ways:
4/20: In second period, the students worked on filling out a worksheet and we observed the instruction.
We helped Ms. Jansen by grading worksheets. In third period, the students were in the computer lab and
we monitored them.
My question for discussion this week is: What does your cooperating teacher like the most and the least
about teaching?
Ms. Jansen enjoys being able to work with her students on a daily basis. She likes that she is able to
develop rapport with her students over the course of the semester. She also likes that this a job that you
can continually improve upon. You most likely will teach the same lesson 5 6 times a day. By the end of
the day, you should be a pro at teaching that lesson. Every year you teach, you are able to better learn
how to teach the material and content to your students. Going along with this, her least favorite part of
teaching is that every year she is given the same amount of time with her students, yet she is told she
needs to teach more each year. There is always a time constraint.

Observation and Reflection Form Week 11

Date(s)

__4/25/16__

Instructional Topic(s): Students were beginning their review for their STAAR test that is in two weeks. The
students were given a large review packet that contained everything from the school year so far.
Objective(s): All TEKS
This week, I helped the class and my teacher in the following ways:

In second period, we helped by walking around as students went through their packet. In Third period,
the class was in the library using the computers again. Mr. Garcia and I helped to grade papers for Ms.
Jansen.
My question for discussion this week is: What other advice can you give us after being in the classroom
for a semester and watching us teach?
Ms. Jansen said something that I can continue to work on is knowing what teacher questions to ask
ahead of time. So when Im lesson planning, she suggested that I write out open-ended questions in my
lesson plans to ask students. Some examples of these teacher/follow up questions are Why? and Can
you tell me more about that?