Observation Sheet Questioning

Graduate Standards - AITSL

Professional Knowledge: 1. Know students and how they learn
Professional Practice: 2. Plan and implement effective teaching and learning

Lesson 1 year 9 modified class. Problems with the respiratory system

Lesson 2 year 8 particle theory of matter
Lesson 3 year 9 modified class Variables
Lesson 4 Year 9 modified Observation tables

Question Type

Do you feel your questions
were clearly structured and
readily understood by the
students?
Yes, the questions I asked were clear and understood by students. After
asking, students provided desirable and appropriate answers. Some
questions were given no response by students, after pausing to give them
time and not receiving any answer, I reframed the question or asked
students at random.

The variety of questions asked depended on the situation and the

Did you use a variety of
question types?
What balances was there
between the various questions discussion. During class discussions, the students were mostly left to
types?
responses I wanted from the students. Both open and closed questions
were used in my teaching lesson. For example, during lesson 1, I asked
students what happens to the gas exchange at the alveoli when a person
suffers from emphysema? This is an example of an open question as the
students were encouraged to think and conclude on the answer. During
lesson 2, I asked students what the pictures of a solid, liquid and gas were
on the power point. This is a direct question deserving a direct answer.
Most of the questions asked were open ended questions the prompt
students to critical thinking and getting them more involved with open
their own device; I would intervene to redirect students thought patterns
to prevent digressing from the topic.

Consider both why and when
you made use of the different
question types?
2Murdoch University
Closed questions when I needed students knowledge of a topic; Have
you studied x before? These types of questions were mostly asked at the
earlier stages of the lesson. Open questions were more dispersed
throughout the lesson when I wanted the students to think broadly and
to give me an answer; whether right or wrong, critical thinking was all
that was encouraged.
Distributing and Directing Questions

During my second lesson, I had a couple of students who would raise

Did you recognise any pattern
in the distribution of your
questions amongst the
students? Consider reasons
for this pattern?
their hands to every question I would ask. I would usually give them the
opportunity to answer the questions asked. Noticing this pattern, during
my third and four lessons I tried to spread the questions around them
room, asking students who were quiet. However, some students who
would always have the answer would get a little frustrated by the fact
that I wouldnt select them for a response. It is important to spread the
questions around the room. I would say to the frustrated students I
know you know the answer; I want to see who else does.

Directing questions to the class were, at times, successful when students

How have you directed gave an answer straight away. Other times, it was difficult to be given an
questions to the group? answer. In such situations I would reframe the question. If still
unsuccessful I would give the answer and pause a few seconds so
students had the time to think.

Wait time was utilised during the period after questions were asked,
Have you used wait time? waiting for a student answer. As stated in the previous question, wait
time was also utilising to a question the students failed to deliver an
answer that I provided for them.

Questions were asked and eye contact made to the students, this
Did you make eye contact with encouraged students to give a response.
the group as you directed your
questions?

Reactions to Students Responses

Correct answers were responded with praise by saying excellent,

How do you deal with correct perfect, great. This helps encourage the student and others the answer
questions and the praise helps create a physiologically warm and safe
responses? Do you qualify any
environment for the students.
praise given?

Building on students answers to develop and help guide them to the

How do you deal with incorrect correct response this gave the student the ability/guidance to
appropriate answers. Also, during the third lesson I helped a student
responses? How do you deal
who stumbled with words by say take your time or coming back to
with students who stumble and
them once they had thought their answer through.
grope for an answer?

Murdoch University 3

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
4Murdoch University
A couple of times students gave an half response to the question,
building to the full answer required, I would redirect the question the the
second part of the desirable answer. Also, I built on correct answers by
asking another question- the first question lead way to another question
that the same student or a different student answered.
Sometimes a student would give a response to another student answer.
Sometimes it was a positive response to the other students answer.
Unfortunately, more often, a student would respond with a negative
comment, such as; wrong, incorrect. I felt the need to tell the student to
keep silent instead of being negative. Building a relationship between the
students, I would get the second student to tell the class what was right
about the first students answer. This built a more positive interaction and
ended in the right answer.
Observation Sheet Managing the classroom environment

Graduate Standards AITSL

Professional Practice:
1. Create and maintain supportive and safe learning environments
2. Planning for Effective Management

Was your lesson plan effective During lesson 1, the students were enthused and interactive with the
for managing the class? activities. I spread out a few activities through the lesson to break up the
lesson knowledge content. Students appeared to be more interactive
e.g. How did the students during direct teaching when asked answers.
react to your lesson overall Issues encountered were mostly just technology based-projector issues.
and to your planned activities? Most practical instructions were delivered and achieved by students.
During the third lesson, however, students were hard to control.
Did anything unexpected Reflecting, making smaller groups would have helped in controlling the
happen? behaviour of the students. It was also mentioned by my mentor that the
hot and clammy weather impacts student behaviour.
Did you provide a variety of
activities? In all four lessons practical activities, worksheets, videos, and power
point were all utilised. Students have different learning styles and there
Were you satisfied with your was no exception to this in the class rooms I taught. Varying the learning
timing, particularly for the end styles accommodation appealed to the different learners in the classroom.
of the lesson? Overall, my timing for each lesson finished at the due time with a few
minutes variance. During my last lesson, I thought I had another 15min,
Did you feel you were able to but confused the day as the students had an assembly. I had to skip a few
change things if needed? questions that were similar to the others to accommodate for that time
lose. In the times where I would have a few minutes spare, I would
utilise the time with a reflection game that summaries the lesson content
through questions. Adding a competitive component to this encourages
students participation.

At times it was necessary to change the pass of the class as sometimes the
class as a whole needed extra time to grasp a concept. At other times, the
pass was too slow and needed to be sped up as students were becoming
bored and disruptive.

Classroom procedures were what I thought to be standard. Students are

Were you aware of classroom
procedures and school
disciplinary policy? How
much did you know about your
students?
expected to conductive their selfs proper standard. I was unaware of the
disciplinary policy of the Peachie; a detention form for misbehaving
students. I picked up on behaviour trends and learning trends among the
students of each classroom from my first few days of observation which
helped me manage the class and accommodate those who were
struggling.

Murdoch University 5
How did your mentor teacher
maintain a safe learning
environment?
What strategies did your
observe your mentor teacher
using to maintain this?
Maintaining a Positive Attitude in the Classroom
How did you demonstrate to
the students that you valued
them, and enjoyed learning?
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?
6Murdoch University
During practical experiments, my mentor would inform student about
the harmful effects that some of the materials could cause.
Physiological safety was ensured through positive reinforcement through
questioning and answering. Most of the other factors used to ensure a
safe learning environment were accomplished by the school standard-
room temperature, light, safe storage of items, positive and educational
posters, bright colours.
My first lesson I held a sense of enthusiasm as mentioned by my mentor.
During this lesson I felt like I could have dealt with student behaviour
better. The following lessons I tried this, but in not finding the correct
balance between firm and friendly, I lost my enthusiasm for teaching.
Incorporating activities throughout the class aided in managing the
classroom. Too many worksheets made students bored and I found that,
apart from intermitting activities, use of class discussion and even
written work helped students maintain their interests level.
At the beginning of every lesson I would provide a slide containing the
learning objectives for the lesson. This gave the students an overview
and expectations of them. When handing out worksheets I would inform
students which questions and the level of answering I expected from
them.
The attention seeking students that I had would ask irrelevant questions
to the learning. I would tell them that if they wanted to know the answer
or talk further apart something, they could find me during lunch time or
after school. To my disappointment, no students wanted to discuss
anything further with me.
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?
Did you take any action when
you observed poor behaviour?
Why? Why not?
Did you use non-verbal cues?
e.g. Contact, pause, gesture,
movement toward student/s
concerned.
Overall Comments
Murdoch University
Once helping a student with a worksheet, it became difficult to keep an
eye on all students, but if the level of talking was too loud or not on
topic, I intervened and put the students back on track.
In my first lesson I used straws to replicate a smoker while breathing. At
the end of the lesson I told students to throw out the straws as they were
potential choking hazards. One student refused but I stood my ground
and eventually put the straw in the bin. In my second lesson a student
was not on task but drawing in a note book. I told him to put it away. I
found him with the note book out again and confiscated it. At the end of
the lesson I returned the notebook to him and had a chat to him about
the appropriate times for drawing which was not in class.
A strong non-verbal cue that I found effective was the use of movement
in the classroom. In proximity to students who were disruptive through
inappropriate behaviour.
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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).
What were the roles and
responsibilities of the teaching
staff you observed?
After discussion with your mentor
teacher describe how policies and
processes of government,
administration and schools have
an affect on the work of the
teacher?
8Murdoch University
The school has a diverse range of students and teachers.
Friendships and learning collaboration were observed between
ethnic groups. The school promotes diversity and culture
through activities, food and learning. Being a high academic
achieving school, there were projectors available in every
room, lab equipment and materials were arranged with lab
staff. The school had recently been updated with new facilities
and classrooms.
Each staff member had a different role in their own teaching
but also in additional responsibilities. I observed heads of the
department organising meetings and relaying admin and
principal updates. Some teachers would pair off to collaborate
in lesson content and test creation. Housekeeping was shared
in the staff room and yard duty divided amongst teachers to
coordinate with their DOT time the next period.
The school has a high academic push towards students to
achieve high test results. This places extra pressure on
teachers to manage students to do well in their assessments.
The policies and processes impact the school and science
department in fundings and curriculum content being taught.
 What did you observe non-teaching
staff doing to support teaching and
learning in the school?
Murdoch University
Lab staff were always busy preparing and ordering equipment
for each teachers lesson.
A number of teacher assistants were in many of the classes I
observed. These teachers assistance helped in the classroom
on top on their own duties of guided their students with lesson
work. For example, one TA looked after two Aboriginal
students with each lessons work.
Administration would relay and organise each school
department with notices, staff meetings and assemblies.
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Students
You will have observed the diverse
nature of your classes. How was
this diversity supported?
10Murdoch University
The school had a large multicultural student population. As
far as I could see, there was no direct attention focus on
student diversity, neither student ethnicity or learning profiles.
Some students that were ESL or had difficulties with
understanding the definition and terms of words were
assisted but the teachers assistant. At one of my last days,
the TA and teacher were takking about some of the
aboriginal students inability to understand the word diagram.
This felt like the first time anything like this was addressed. It
could be that the teachers assistant has a responsibility to
these students but a teacher should still be more in charge of
each student and their abilities. This is highlights the
differentiated instruction used in the classroom. A teacher
should be aware of their students learning profiles by
understanding the students during each class until this can
be understood.
Function of Schools
Did you observe the connection
of your schools with the broader
community? How did this
happen?
What do you think the function of
school is?
Reflection think about your
experiences during the week
and describe how your previous
experiences have informed your
view of teachers and schools.
Has anything changed?
Murdoch University
During the short time spent at the school, I didnt observe any
school and community connections. However, an excursion
was held with a university where students were able to learn
more about university and the specific facilities and some
science demonstrations. A parent teacher night was held for
parents to interact with their childs teacher.
In my studies, the function of a school went beyond the
teaching subject knowledge to focus on socialization and the
transmission of the cultural norms and values. My
understanding of school functioning has not changed during
this practical placement experience. A school is a place for
education, it teachers students the curriculum content and
encourages them to pursue their interests while challenging
them. Another function that schools serve is that of
socialization. Student interaction is key to a school. Interacting
with their peers and teachers builds social skills and aids in
mental health by connecting with people. In my opinion, one of
the most important functions of a school is setting the
standards for their integration into society after graduation. A
teacher and the school educate students through instilling
values and attitudes that are necessary to be a citizen in
society. Further, these values can break down cultural norms
and integrate ethnic groups.
11
EDN550 2017 Assignment Rubric

Name: ____________________ Student Number: ______________

Essential Requirements
ePortfolio site :
Submitted with this coversheet
Part A: Summary and Reflections (Mark / 30%)
Unsatisfactory Satisfactory Very effective Excellent Exceptional
Fail Pass Credit Distinction High Distinction
0-14 15-15.5 16-20 21- 23.5 24-30
Summary (10%)
No reflection A very basic A good summary that Links outcomes Engaging reflective
provided in the retell of reflects some and summary summary, linked to
summaries readings with evidence of critical with sound outcomes and
little understanding reflection readings
0-4.5 reflection 6.0-6.5 7.00-7.5 8.00+
5.0-5.5
Reflection and critical engagement with the main issues raised in the readings, lectures and
workshops linked to the unit outcomes. (20%)
No reference to the A very basic A good reflection that Connecting Seamless inclusion
learning outcomes connection shows some outcomes to of outcomes in an
0-9.5 10.00-11.5 evidence of the story engaging story
learning outcomes 14.00-15.5 16+
12.00-13.5

Part B: Lesson Plans, observations, and reflections (Mark / 40 %)

Unsatisfactory Satisfactory Very effective Excellent Exceptional
Fail Pass Credit Distinction High Distinction
0-19.5 20-23 24-27.5 28-31.5 32-40
Secondary (4) lessons plans, observations, evaluations and feedback forms included 20%
Did not include all Includes Includes all but Includes all All included, with
requirements all details are lacking thorough detail detailed, careful
0.9.5 10.00-11.5 12.00-13.5 but lacks relationship
connection to between outcomes,
outcomes, evaluation and
evaluation reflections
14.00-15.5 16.00-20

The Effective Teacher with image20%

No inclusion of a A suitable Image useful to Image Choice of image
suitable image. No image with a enhance a strengthens links informs an
reflection provided very basic reflection that to outcomes and engaging reflective
of professional retell of shows evidence of story of story of
experience professional professional professional professional
experience experience experience with a experience, linked
0-9.5 good reflection

12Murdoch University
 10.00-11.5 12-00-13.5 14.00-15.5 to outcomes and
readings

16+
Comments:

Participation/Engagement: /15

Total out of 70% : Name of Marker: Chris

Murdoch University 13