Teacher Observation Form Responses - Google Forms

5/2/2016
Teacher Observation Form - Google Forms
Teacher Observation Form
QUESTIONS
RESPONSES
22
22 responses
SUMMARY
INDIVIDUAL
Teacher Observer
Accepting responses
(22 responses)
DianeWooten
JoellenPiskura
27.3%
NorsonFernandez
GraceCheung
36.4%
31.8%
Teacher Being Observed
(22 responses)
Imma Sample
Lisa Glaze
Joseph Hebert
Maria Illich
Sue Licalzi
Rosa Oliva
https://docs.google.com/a/sfdsschool.org/forms/d/1uJG8-jwEksaBzeTkRjtrGyjG7jKcFdL92ffQR-jooNs/edit?usp=drive_web#responses
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Linda Stockton
Alyssa Johnson
Richard Garza
Carrie Herms
Gia Schilacci
Grace Cheung
Ashley Ben-David
Ruth Lim
Nancy Isla
Denise Sterner
Randy Graham
Olga Jankowski
Kristine Broussard
Cindy Finnegan
Morgan Dunlap
Linda Schoenfeld
Grade/Object Observed
(22 responses)
6th Grade Math

6th Grade Math
6
7th Grade Religion
6th Grade English
3rd Grade Reading
2nd grade Spanish
Kinder Religion
1st Grade Religion
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6th Grade P.E.

PK4 Literacy
5th Grade Spanish
1st Grade
4th grade Science
1st grade language arts
7th grade science
Pre-K
3rd Grade Reading Resource
6th Grade Science
2
7th grade Lit
5th Grade Reading
Date
Time
(5 responses)
Jan 2016
26
Apr 2016
25
26
27
28
(18 responses)
02 :
AM
2:00 AM
08 :
AM
8:00 AM
8:10 AM
8:55 AM
09 :
AM
9:00 AM
9:30 AM
9:45 AM
10 :
AM
10:00 AM
11 :
AM
11:15 AM
12 :
PM
12:00 PM
11:20 AM
4
12:30 PM
11:30 AM
11:45 AM
12:45 PM
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01 :
PM
1:00 PM
02 :
PM
2:00 PM
2:20 PM
Objective Clearly Visible to Students
(22 responses)
Yes
No
68.2%
31.8%
Instructional Practices
6(27.3%)
AnticipatorySet
DirectInstruction
Discussion
FaithIntegration
GuidedPractice
GuidedReading
HandsOnExpe
LearningCenters
Lecture
Modeling
Presentation
Review/Closure
Testing/Assess
TeacherDirecte
0
Grouping Format
(22 responses)
16(72.7%)
5(22.7%)
5(22.7%)
6(27.3%)
4(18.2%)
8(36.4%)
2(9.1%)
6(27.3%)
8(36.4%)
4(18.2%)
4(18.2%)
3(13.6%)
14(63.6%)
2
10
12
14
16
(22 responses)
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WholeGroup
6(27.3%)
SmallGroup
Paired
2(9.1%)
Individual
9(40.9%)
Student Actions
(22 responses)
5(22.7%)
7(31.8%)
Collaborating
Demonstrating
Listening
Observing
Reading
Speaking
WorkingHan
Writing
Other
0
6(27.3%)
13(59.1%)
14(63.6%)
8(36.4%)
8(36.4%)
5(22.7%)
2
Level of Student Work
10
12
14
16
18
20
22
(22 responses)
Knowledge(
Comprehens
17(77.3%)
15(68.2%)
Application(
Analysis(Br
5(22.7%)
Synthesis(P
5(22.7%)
Evaluation(
0
3(13.6%)
2
What's Happening in Class
10
12
14
16
18
20
(22 responses)
Students are learning

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~ Began with Prayer

~Students worked independently for about 10 minutes on keyboarding. Teacher walked among
students providing assistance and instruction
~Several students directed to relocate themselves to prevent distractions to others
~ After keyboarding, teacher announced names of students to meet with her to revive instructions for
next projects. Rest of class expected to continue work Google Classroom. As students completed
previous assignments in Google classrooms, they would meet with teacher for next task
~ Students working on variety of tasks -- Vocabulary, Word Processing, and Census Interview
Students leraning about the Baptism and the Gifts of the Holy Spirit and Con rmation and the 12 Fruits
of the Holy Spirit. Read through gifts and fruits of the Holy Spirit and gave real life examples to relate
gift with personal life.
Students are learning about interjections
Students listen to the story read on tape. Mrs. Licalzi stops the tape to clarify and discuss
onomatopoeia. Most students are engaged and enjoy listening to the story as they follow along in their
books. A couple of boys have their head down and are playing with supplies at their desk. Mrs Licalzi
pauses the tape to ask a few comprehension questions. When the story is nished, she passes out a
test that students my use their book to complete. She writes the AR number for the story on the board
for students to take an AR test when they are done with their test.
~ began with prayer
~ reminded students of Friday early dismissal and no school Monday
~ distributed new worksheet as students got out workbooks
~ used picture ash cards for vocabulary
~ oral and written sentences in English and Spanish
~ ended class with songs of review of months, etc.
Started classes with singing Christian movement songs. Bible story about the paralytic. Read story
about the paralytic and then students acted out the story.
Recalling Divine Mercy
Students are playing matball.
~ students assigned to different centers
~ 4 groups -- 2 independent; 2 guided -- one with aide, other with teacher
Teaching "I am" form ser. Taught the differences between ser and estar. Helped students distinguish
difference between permanent, personality/physical traits, etc.
Reviewing money. Identifying money.
~ students organizing materials for class
~ Super Sense Animal Project introduced
~ multiple students speaking out of turn
~ students copying project info from board
~ Internet research
~ students out of seats, talking out, and off task
~ students using iPads for phonics
~ Teacher directed Q/A
~ pair/ share -- partners
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~ students write original sentence

~ individual work submitted
~ constant assessment
~ 5 E Lesson Plan on board upon entry into classroom
~ Began with prayer
~ Q/A review of previous lesson without textbook
~ Used textbook for additional Q/A
~ Groups/tables given speci c content to review and present -- only 2 of 4 groups presented
~ While groups worked teacher moved through classroom setting up mini-lab and check on groups as
they worked
~ Group presentations
~ Mini-lab on atherosclerosis
~ Prayer before students dismissed
The children reviewed colors on a coloring sheet before morning circle time. Morning routine included
prayer and greeting. Students viewed a singalong video of the new letter focus, "R".
Mr. Graham introduces new vocabulary before reading a short story. Students are assigned vocabulary
words to nd corresponding magnet letters to post on the board and write their de nition. Mr. Graham
says he will leave the vocabulary words and de nitions on the board for them to refer back to
throughout the week. There are 4 students in the class, one is absent. Students are mostly engaged
but are reminded and redirected to stop dgeting with their textbooks, giving each other funny looks,
and make more appropriate comments.
Students are at different stages of completion of their assignments. Some are completing a lab, others
an assessment, and the rest select work stations. Mrs. Jankowski helps with individuals as they
approach her with questions.
Group work
Mrs. Finnegan begins the class by doing a visual homework check. She asks students to recall the
de nition of congruent objects. She introduces the lesson by saying they will talk about
transformations today. She asked students if they know what a transformation is. There are a group of
3 boys sitting in the front that have been talking to each other since the class began. Mrs. Finnegan
corrects them after 5 minutes has passed. Mrs. Finnegan invites students to the board to demonstrate
the different examples of transformations using shapes and magnets. Students on the left side of the
room are quiet and follow along in their books but do not participate much in the discussion. The boys
in the front continue to talk amongst themselves and draw on each other's books. Mrs. Finnegan gives
examples and models how to solve problems like ones they will be assigned to complete later in class.
Some students are making "racist" comments while Mrs. Finnegan and other students model solving
problems on the board.
~ Students logged in to Kahoot using iPads
~ Kahoot quiz to review previous information
~ Students independently looking up/writing de nitions for next set of vocabulary words
~ Teacher checking homework one on one as students work
Ms. Schoenfeld introduces a new character in Greek mythology today, Arachne. The class takes turns
reading a passage about Arachne and Narcissis while Ms. Schoenfeld pauses in between paragraphs
to ask questions. Mrs. Schoenfeld uses cards to randomly select readers. Students read along silently
at their desk and are engaged in the lesson, listening intently. Ms. Schoenfeld makes cross curricular
references and applications with the base word arachnid and narcissism. She draws in real life
experiences and uses story-telling to enrich her lesson. She shows a picture of a pot of narcissist
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owers on her iPad to exemplify how the ower just sits by the water to look at its re ection. She
connects the latest Justin Bieber song, "Love Yourself" to further explain narcissism.
Competency 2: Planning and Preparation
(22 responses)
C:Consistentlyobserved
F:Frequentlyobserved
22.7%
S:Sometimesobserved
N:Notobserved
N/A:Notapplicabletothisteacherat
thistime
72.7%
(22 responses)
S:Sometimesobserved
N:Notobserved
13.6%
thistime
86.4%
(22 responses)
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(22 responses)
S:Sometimesobserved
13.6%
N:Notobserved
thistime
81.8%
(22 responses)
36.4%
S:Sometimesobserved
N:Notobserved
thistime
59.1%
(22 responses)
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31.8%
S:Sometimesobserved
(22 responses)
18.2%
S:Sometimesobserved
N:Notobserved
9.1%
thistime
54.5%
18.2%
(22 responses)
31.8%
S:Sometimesobserved
N:Notobserved
9.1%
thistime
31.8%
27.3%
(22 responses)
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68.2%
Competency 2 Comments
S:Sometimesobserved
(11 responses)
Does not have all objectives or the day's expectations written on the board. Wrote the vocabulary
activity when giving direction of tasks to complete after keyboarding. Vocabulary assignment was one
that students should have already completed. Tasks for those who were nished were given verbally.
Written and oral questioning are used to assess student learning.
For needing to moved from classroom to classroom, you are very prepared & organized.
Multiple activities available for students to complete if individuals complete tasks faster than others at
table
Students were excited about doing the investigation.
Keeping the project short helped keep the investigation very focused.
Could you have a task for students to do while waiting to conference with you?
Lesson well constructed, building skills from simple phoneme to complete sentence.
Did not watch time for shortened period; rushed last portion of class. I do understand how time can go
quickly.
Students responded well to the rush. I was impressed how the room was so quickly organized by the
students before they exited. Those students near me reminded one another of the homework.
The organizational structure of Mrs. Jankowski's class is a prominent contributing factor to student
success and engagement.
Great planner!
Mrs. Finnegan assesses students in a whole group setting through free oral answering and then
through assigned book problems. A greater variety of assessment methods or opportunities to engage
all students instead of only those who shout out the answers will be bene cial to meeting the needs of
all learners.
~ Writing in red on the board was not easily red when the lights were out
Competency 3: Classroom Environment
(22 responses)
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S:Sometimesobserved
9.1%
N:Notobserved
thistime
86.4%
(22 responses)
13.6%
S:Sometimesobserved
N:Notobserved
9.1%
thistime
77.3%
(22 responses)
40.9%
S:Sometimesobserved
N:Notobserved
13.6%
thistime
45.5%
(22 responses)
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18.2%
S:Sometimesobserved
N:Notobserved
40.9%
thistime
(22 responses)
31.8%
S:Sometimesobserved
N:Notobserved
thistime
59.1%
(22 responses)
S:Sometimesobserved
9.1%
N:Notobserved
thistime
86.4%
(22 responses)
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22.7%
S:Sometimesobserved
N:Notobserved
thistime
72.7%
(13 responses)
Gave instruction to students before all were quiet and listening when trying to give directions even
after using methods for gaining attention. Had to raise voice over student continuing discussions.
Shortly afterwards, had to give same instructions to those students who had missed the initial set of
directions..
Mrs. Licalzi gently reminded one student who was off task to put away his pencil without interrupting
the class.
More than half of students inattentive until pointing to students to identify gender to be used. Once
they were focused, they were more on task and volunteered to answer. Calling on students who did not
raise hands kept them attentive. Ignoring some behaviors proved effective for minimizing disruptions.
Classroom well organized for both student and teacher. All areas visible from all parts of the room.
Transition well de ned and smoothly enacted
Inconsistency in managing student calling out/raising hand
Appeared to give immediate attention to those who interrupted while those following proper procedure
were left waiting
You were quite calm, even with so many clamoring for your attention.
Many positive statements to maintain order
Students responded quickly to redirect for class to focus
Teaching manners and respect within content
The students demonstrated that they understood your expectations and classroom procedures.
Assigning roles at each table did allow the transitions to ow very smoothly.
Mrs. Sterner demonstrates strong mastery of Competency 2 as evident by student engagement and
feedback.
Mr. Graham provides a nurturing environment by speaking in a very helpful and warm tone. The
physical classroom is not conducive to a reading resource class due to its dual purpose as a music
classroom.
High expectations are clearly exhibited in Mrs. Jankowski's class. The students are af rmed as
independent thinkers and take ownership of their
learning through the activities and assignments they are expected to complete by a given deadline.
There are minimal to no classroom management issues because of a mutual respect for the learning
environment.
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Always engaged with students

~ One student corrected another student for being annoying (but not overly loud). I corrected same
student when he did not get the "hint"
~ The students knew the routine expectations and followed them. I did not get a sense of rapport This
could have been simply due to the nature of the work.
Ms. Schoenfeld gently corrects students who mispronounce vocabulary words.
Competency 4: Instruction
(22 responses)
31.8%
S:Sometimesobserved
N:Notobserved
thistime
63.6%
(22 responses)
50%
9.1%
S:Sometimesobserved
N:Notobserved
thistime
36.4%
(22 responses)
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27.3%
22.7%
S:Sometimesobserved
N:Notobserved
thistime
(22 responses)
9.1%
22.7%
S:Sometimesobserved
N:Notobserved
thistime
36.4%
31.8%
(22 responses)
40.9%
S:Sometimesobserved
N:Notobserved
thistime
22.7%
36.4%
(22 responses)
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40.9%
S:Sometimesobserved
13.6%
N:Notobserved
thistime
45.5%
(22 responses)
22.7%
S:Sometimesobserved
9.1%
27.3%
N:Notobserved
thistime
40.9%
(22 responses)
22.7%
S:Sometimesobserved
9.1%
36.4%
N:Notobserved
thistime
31.8%
(22 responses)
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45.5%
S:Sometimesobserved
N:Notobserved
thistime
9.1%
40.9%
(22 responses)
31.8%
S:Sometimesobserved
N:Notobserved
18.2%
18.2%
thistime
27.3%
(14 responses)
No large group instruction of content, only large group presentation of directions. Students worked
individually to complete tasks. Each student was in a different place in the process.
The students clearly understand the expectations and therefore Mrs. Licalzi does not have to model
them. She gives individual reminders to a few students who need to be redirected during independent
work.
Repeatedly drew students' attention to study guide as a tool for both content as well as reminder for
due dates. Patiently responded to students in both English and Spanish. Asked questions multiple
times in Spanish for those who needed the repetition. While I liked that you had the students use the
iPad for a review, I was confused about your timing. You were providing whole class instruction while
the iPad was being passed from student to student. You seemed to lose one student entirely after he
completed the iPad matching.
Patience and love clearly evident even as students would lose patience with one another.
Instruction to write notes on animals not given until majority of students off task and going to sites
other than the one you listed. They were, however, exploring animals.
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Excellent presentation, use of directions, and multiple means of formative assessment

Af rmations of students added to their to their engagement
Good wait time for student responses before calling on another student.
Having students present content bene ted all members of class. Great formative assessment as well.
Mrs. Sterner gives meaningful feedback and opportunities for student correction who offered incorrect
answers.
Incorporating technology could better engage the learners in the content and possibly minimize
discipline issues, serving as an additional motivator.
Mrs. Jankowski does not use lecture in her classroom. Through work stations and projects, she is able
to assist individuals or small groups on a need-basis as she oats the room while students are
working independently to complete discovery activities to acquire new concepts. Mrs. Jankowski
provides and lists additional resources to facilitate student discovery and learning.
Attends to needs of students
Large group questioning does not always address the needs of all learners, especially those who will
not speak up to ask questions. Many students shout out answers or questions which prevents other
students from receiving adequate wait time or opportunities to process the information. Separating
students who are disrupting the class will allow more students to ask questions and receive
meaningful feedback.
While I know independent work such as writing and de ning vocab are necessary evils, I had hoped to
see you actively teaching or the students engaged in multiple activities. The vocab could have been
one activity or homework.
The bulk of the lesson addressed only visual learners.
Ms. Schoenfeld wanders around the room to check student progress as they work on a homework
packet independently after the lesson. She compliments creative ideas and drawings as she goes
down each row.
Addresses Student Learning Styles
(22 responses)
11(50%)
KinestheticL
VisualLearn
AuditoryLea
10
12
14
16
18
20
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Type of Technology Used During Lesson

iPad
Chromebook
PCLaptop
MacBook
MimioBoard
SmartBoard
CD/DVD
DocumentCa
OverheadPr
NoneUsed
Other
0
(22 responses)
6(27.3%)
1(4.5%)
2(9.1%)
0(0%)
0(0%)
0(0%)
1(4.5%)
1(4.5%)
0(0%)
11(50%)
4(18.2%)
1
Commendations
10
11
(22 responses)
Great
Allowing students to work at their own pace, yet maintaining expected deadlines for completion of
projects/assignments. Students were engaged and working. Side discussions were limited. The
majority of the students appeared to be making effective use of class time.
You are very knowledgeable about the content. You did a good job providing real life examples to
support teaching each gift of the Spirit. It was good the students shared their example about a gift of
the Spirit. I like the way you clari ed what wisdom was in contrary to the traditional beliefs about
wisdom. Nice use of different students to read worksheet. Great way explaining agape version of love:
self-sacri ce. Memorable example of Bill Gates' "charity."
Good use of calling different students. I like how you provided a comic for the lesson as a fun,
relatable way to teach interjections. Glad you walked around the different tables to check for
understanding regarding the classwork. Nice trying to integrate music while students are working and
you allowed student to voice opinion that she preferred no music and then stopped the music. Good
that students did rough draft of comic. I like how you have student work displayed in the classroom.
Students were excited about the class activity. Happy that you reviewed and closed the lesson at the
end. Good use of integrating lesson by asking questions in order to dismiss class in a quiet,
regimented way. I enjoyed the lesson!
Mrs. Licalzi's class is mostly engaged and participating in the lesson. She redirected distracted
students quietly and individually without disrupting the rest of the class. Students offer insightful
answers to her oral questions, which show they are interested in the subject and understand the
objective of the lesson (story telling, literary devices - onomatopoeia).
I like how you simply began instruction when students started to lose focus as a group. They quickly
got quiet and attentive.
It's very obvious how passionate about you are about teaching religion. I liked how you talked about
what a paralytic is before starting the story. Great way to bring story alive by having students act out
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the story after reading the story. Love the balloons!! This was a very enjoyable and engaging lesson.
Job well done!
I liked how you tried to use different techniques to get students quiet. I like how the students were
recalling what they learned from the previous class. It's good that you're exposing the kids to Christian
music while they work. Great that you have an additional page for them to do if they nish early. It's
good that you provided an example of the nished product for them to see. You have a good rapport
with the students.
Students are engaged. No one was left alone and everyone participated. Students were excited and
had a lot of fun. This was fun to watch how the kids played matball. Very competitive!
Lots of positive reinforcement, even if student interrupted group.
Effective monitoring of groups.
Students were actively engaged
I like your greeting and welcome. Love how you go over the date, who's missing. Good use of ball to
call on different students. Good you used butcher paper to have typed text instead of spending time
writing that particular text on board. I liked how you said words/phrases in Spanish and then translated
it into English immediately after. I like how you had the students practice individually in front of the
class. I enjoyed your lesson!
Good use of doc cam for timer. I like the triangle strategy. Kids were engaged, excited for the game. I
liked how Uje was only able to pass out iPads to kids who were quiet. Great review game for the
lesson. Good when teachers use iPads and technology to keep students engaged. I like how you called
the students to go up and explain how they got their answer. I like how you have the desk students in
pairs for desk arrangement. It's good how you had an example with the 3 5 dollar bills and one of them
had a different design. This was a fun lesson to observe. Job well done!
Students were enthusiastic about researching animals. It is a project to get them excited to learn and
explore.
Your students love coming to your classes. It shows in their exuberance.
While this class is extremely physically active, the students were engaged in learning.
Giving speci c time limits for task kept the students working and on topic.
I liked your 6 inch rule to maintain good volume level
Mrs. Sterner provides many opportunities for students to experience and review speci c concepts
during calendar time - syllables, consonants, vowels, deductive reasoning, recall, applications. Her
enthusiasm and passion is contagious to the students!
Mr. Graham remains calm when students interrupt or do not comply with his redirections. His calm
demeanor keeps the behaviors from escalating, but still sends a rm message. Suggesting that he will
leave the vocabulary words posted for their reference is a helpful tool.
Students are so engaged and interested in their learning in Mrs. Jankowski's class. Mrs. Jankowski is
extremely knowledgeable of her subject and constantly seeks new ways to present that content
knowledge in ways that are meaningful to her students.
Always moving around.
Helpful suggestions to aid in understanding.
Mrs. Finnegan has clearly established good rapport with her students because they feel comfortable
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to express themselves in her class. She walks around the room to ensure students are on the right
track while completing their book work.
Using Kahoot is a great way to review and do formative assessment at the same time. The students
enjoyed it as well!
Allowing the students to continue using the iPads to look up words did keep them on task a bit more
on task.
Mrs. Schoenfeld is passionate about this subject. Her use of story-telling and drawing real world
applications into the lesson contributed to why the students were so engaged. She was animated in
her lesson delivery, which made the lesson memorable and relatable.
Suggestions
(22 responses)
Work on..
~ Allow more wait time for students to get quiet before giving verbal directions. This alleviates the
need for a louder voice for trying to talk over the students.
~ Have a list of the day's tasks/objectives on the board so that students know the expectations
immediately upon entering and will not have to ask if they missed the verbal directions. Need to meet
needs of those who are predominantly visual learners.
Add use of technology during lectures. You can use projector and just show images of the Holy Spirit.
Can play a song about gifts or fruits of the Holy Spirit and have students sing it. There were some
students' heads that were down not looking at worksheet and students should have eyes on teacher at
all times. Instead of shushing students, pause and wait for silence to occur before continuing lecture.
Even though you ran over over time just take 30 seconds to review/close what was discussed and
don't allow the students to move until you tell them to do so.
Wait for students to be silent and looking at you before continuing when calling out page number.
Don't move on until all are completely silent and still. In between calling students, make sure students
are silent before moving on to the next person, as it can encourage side conversations. Try recalling
the instructions for the class activity one more time before having students proceed. Maybe use a
stopwatch of some sort to let the kids know how much time they have for the activity. Students should
raise hand to ask to use bathroom instead of calling out to ask. Not sure you were Maybe try having
students presen
I would have liked to see the students engaging in discussion with one another; perhaps having the
students ask the class some questions and calling on classmates to answer would have provided
more variety in assessing student learning. Try to think of a way to better engage (Neil) who had his
head down on his desk through the end of the story.
Maybe having designated iPad days or even using the computer lab for some language lessons would
be more invigorating for the students and not cause a few to lose all focus.
Avoid shushing students and only continue talking until silence and stillness occurs. You could say, "I
like how ____ is putting away his worksheet silently." Maybe have aid pass out papers on the tables and
dismiss silent students to their tables from carpet to table. Model for the students the class activity
before dismissing them. Do one example and then dismiss them. Time permitting, you could also go
over what each item on the coloring page to help build vocabulary. Maybe have about 5 minutes of
silence before playing music to ensure students understand directions while walking and checking.
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Review and close lesson about the paralytic just to check for understanding one last time.
Need to direct students to pray immediately when they enter classroom. Spent 2 minutes waiting for
them to get ready for prayer. Use countdown system, "We will be praying in 5-4-..." When telling
students to get materials, one way to ensure that they are listening is to say, "When I say go, you will..."
Something to keep in mind is that no matter what age you teach, you have to breakdown the
instructions. Before doing Divine Mercy Craft, you should model how to make the craft step by step on
the carpet and then dismiss them to their desks. It wasn't clear what color to color the
background.There was a lot of chatter and students walking around without permission during the
craft. Set the expectations on what the noise volume should be and that their bottoms should stay in
their seat. They must raise their hands to get up from their seats. I would have 5 minutes of complete
silence before playing music to ensure students are getting started with the work. Using a stopwatch
would also help to move along the craft especially since you have only a 30 minute class period. Say,
"When I say go you have 2 minutes to color the two triangles blue and red. When you nish you may
proceed and start coloring Jesus brown. Go!" Have ziplock bags for the loose pieces for those who
don't nish the craft within the alotted time. When yo do "God is good.." make sure they are completely
still and silent before continuing on to talk. Review and close the lesson one last time at the end about
Divine Mercy.
When giving instructions, room should be silent to ensure that students are looking and listening to
teacher. Have something in place for students who don't have proper P.E. uniform as it doesn't look
good when everyone doesn't look the same. Before dismissing students just go over what the point of
the game was and what muscles or skills the students were practicing during the game.
Keep up the great work. You make teaching 4 year olds look easy!
Can speak more Spanish like saying numbers in Spanish, "Bien" instead of okay. Do you have a Spanish
bulletin board? It would be good to see student work from Spanish class out in the hallways. You could
implement "Think, Pair, Share" teaching strategy after picking individual students to where they
students have a partner and practice with him/her. I know you only had 30 minutes but if possible, it
would have been good to have students write examples. Maybe focus on writing the notes for the rst
class and then second class focus on oral exercises.
There was some side chatter during instruction. Only move on until complete silence and stillness
occurs. I would model on doc camera what students will be doing rst with the Show Me the Money
activity. Get a student and demonstrate each role before beginning activity. With the triangle strategy,
make sure you have 100% of them up before continuing. Say, "We have 75% of the class with triangles
up. We're still waiting for 100%." Don't respond to students who call out or don't raise their hand. I know
you just got your doc cam and make sure you learn how to lessen the light because the money couldn't
be clearly seen and on more than one occasion students complained they couldn't see the dollar bills
clearly. You want to avoid distractions like that.
I am concerned about students running in the classroom.
"1,2, 3, eyes on me" may work better than countdown followed by instruction to look at you
Have some nonverbal cue regarding volume, such as music softly in the background. Perhaps
attending a classroom arrangement workshop will help you get more idea.
Keep up the wonderful work!
Perhaps requesting a set of 4 to 8 iPads and Apple TV for the lab would provide better presentation
options. The small white write boards made viewing info dif cult for those in the back of the room.
Mrs. Sterner could take the letter of the day to another level by wearing a color that begins with the
letter of the day. For the letter of the day grab bag activity, Mrs. Sterner could invite a student to pick an
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object out of the basket and show the class instead of solely using teacher modeling.
Further exploration in classroom management or motivating all kinds of learners can be helpful for
more effective instruction. Incorporating and modeling speci cs reading skills/vocabulary acquisition
strategies will help struggling readers progress.
Adding a station with a mini lesson taught by Mrs. Jankowski would provide yet another avenue of
lesson delivery and discovery. Posting student work could also add an element of ownership in this
independent learning environment.
School-wide need for strategies for struggling students.
Studying Transformations in geometry lends itself to be an interactive lesson because there are so
many different applications of the concept in the real world. Helping students make those connections
in a concert or hands-on way can promote greater ownership of their learning. Each student could
have been given their own sample transformation instead of only the teacher or one student modeling
in the front of the class. Also, because geometry is very visual, use of technology to present the
information in a different way could have bene tted visual learners. Mrs. Finnegan gave a link to a
helpful website for students to copy down and visit over the weekend. Showing the website in class
could help motivate students to visit the site again at home.
A Mimeo or Smartboard would be helpful for interacting with items projected on board. If nothing else,
a wireless mouse might be useful so you don't have to keep walking back to your laptop
Perhaps on days when the class assignment is such as today's, you could have multiple tasks for them
to complete, or allow them to work in groups. Since they had the iPad, they could have done a
collaborative document in Google.
Posting student work inside the classroom in addition to outside in the hall can help students further
show pride in their work. Incorporating technology into the lesson will add an additional element to
engage all learners.
Additional Comments
(14 responses)
I always enjoy observing computer classes!

Use Bloom's Taxonomy for Objectives Board
I really enjoyed seeing how far this group has come since I taught them in 1st Grade! They are mature
and diligent workers who understand Mrs. Licalzi's expectations of their work.
That was a fast 30 minutes! You presented a lot of information. I know to wear mi traje de bano to the
pool!
Let me know if you would like for me to come in and teach one of your classes so you can see how I
manage rst graders and breakdown the lessons.instructions as this could bene t you and I'd be
happy to do so.
Is Hilena allowed to wear those pink shorts? Not sure what the standard uniform is for P.E. Also, Odi,
Chelsea and So a Macias are wearing blue polo shirts. What are the consequences if people don't
have their P.E. uniform? Is So a Macias wearing P.E. appropriate shoes?
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You have so much to offer your students. They love you and your love for them shows!
I hope that the students who did not have time to present on Tuesday have an opportunity Wednesday.
The group near me was disappointed.
I want to be a Busy Bee!
Mr. Graham applied some Gospel teachings into the lesson and challenge students to think deeper
than the message on the surface.
I would love to be a student in this class!
Class knows what to do.
There is so much that I know you are able to do in literature classes. You should not be afraid to do
more. It's always a learning experience even if it ops!
I had been told to "lighten up" during my rst couple years of teaching middle school. I, too, was very
intense and really wanted to do a good job.
I was entertained and engaged!
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