Teacher Observation Form

Directions: This is a 3-part assignment: You will observe 3 different teachers. Follow the instructions provided in Canvas for the
selection of your teachers. Use this form to describe, analyze and synthesize your observation experiences.

Part 1: Describe the teachers (do not use names) and classrooms you have selected to observe. Include a rationale for the selection of
each teacher.

Teacher 1: Middle School/High School Band Teacher. One giant classroom/mini auditorium to hold all students. I
selected this teacher as he is a fine arts, teaching all ages in an atypical classroom, larger than most.

Teacher 2: 8th Grade English teacher, standard classroom with single desks for students facing the front of the room
for lecture/technology instruction. I selected this core teacher due to the adversity of all eighth grade students in
the classroom, more lecture based and selective communication skills.

Teacher 3: 8th Grade Science teacher, laboratory classroom set up, with two students at a table facing towards the
front of the room. I selected this teacher based on her group work style and the core content.

Part II: Observe your teachers. For each teacher, record your observations related to the seven areas included below. For each
area, you should try to address some of the elements discussed during the on-campus seminar. The list developed within your
Seminar groups is in Canvas, and should serve as a guide for your observations.

Professional Characteristics: Did the teacher look and act like a professional educator? What effect did the teachers choices have
on student engagement, behaviors, attitudes, motivation?

Teacher 1:
This teacher presented himself well, in a fully confident manner, dressed in slacks and a dress shirt. He did not raise his voice at his
students, merely tapping his music stand to get their attention, at which they all obliged to at the first attempt. The teacher had all
students engaged, close to 50 6th graders in the class I observed. All students were on task, ready for class, and motivated to perform
at a high achievement level. There were no students disengaged in class.
Teacher 2:
This teacher was the youngest of the three I observed, and dressed colorfully and more “in style” with today. She also did a more
informal approach, walking amidst the students as she lectured and gave instruction. Her movement allowed the students to be
engaged and ask questions as they felt needed. More of a free will class, she had all students in a fun and interested mood.
Teacher 3:
This teacher is a veteran teacher, and each of the students respected her as she deserved. She did not once get out of her chair when
lecturing the class about their upcoming projects, and had all eyes on her the entire time. Her voice tone was strong when giving
instruction, and asked open ended questions to keep the students engaged. Also allowing the students to work with their partners at
the tables they were sitting at. All students were attentive.

Synthesis and analysis of Professional Characteristics: Use the observations of your three teachers and draw some general
conclusions about professional characteristics to make connections between the teachers’ choices and student learning and/or
behavior.

When speaking of professional characteristics and looking at these three teachers I think it is important to note that each of the
teachers had a confidence era about them, even the english teacher who engaged more with the students. This allowed the teachers to
gain the respect that they needed, no matter how they conducted themselves. How you carry yourself can set you apart in
professionalism within your own classroom. This can keep the students on task and/or engaged depending on the way that you take
it. This could come in handy depending on what you need done in your classroom that day.
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Classroom Management: What evidence showed that a positive learning climate is present? Overall, was it a well-run class? What
policy or procedures seem to be working well? Describe the level of control you saw and or heard. What atmosphere did the teacher
set for the class?

Teacher 1:
Each of the students were obviously prepared and ready to engage in the classroom, never missing a beat (haha music joke) when it
came to their part to join in. They all seemed in a good mood as well. The class ran very smoothly for having almost 50 6th grade
students with musical instruments in it. There was a strict no phone policy, but that is more of a general middle school policy than
others. The control for that many students was very high, and I was very impressed. Overall the classroom seemed to have a pretty
productive atmosphere, there wasn’t very many moments when something was not going on.

Teacher 2:
The student engagement in the classroom and with the teacher gave off a very high vibe of learning. The class was run well,
especially for the amount of discussion that was allowed in the classroom. The control was not as high as the other two classes I
observed, but the students seemed to enjoy it more. The atmosphere was more relaxed and discussion based.

Teacher 3:
The students were learning a lot in class based on the attention status of the students and the amount of notes that they were taking.
The classroom was very controlled, never getting out of hand or having students interrupt or have disruptive behavior. The
atmosphere was more of a serious tone, strictly learning based to get the information across and move on. There was not much
discussion or free time.

Synthesis and analysis of Classroom Management: Use the observations of your three teachers and draw some general conclusions
about classroom management to make connections between the teachers’ choices and student learning and/or behaviors.

Keeping the class moving and not giving time to socialize too much allowed the teachers to keep the students on task and in learning
mode. I think this is a key point, especially for a new teacher. This allows us to ensure that the students are getting the information
that is needed and it also helps minimize behavioral disruptions in the classroom. Maintaining control whether it is a lecture or
discussion is the idea in order to keep your students on task.

Instructional Design: Was the structure, and sequence of the lesson appropriate? Overall, was the lesson effective? Did the students
learn? Was focused, varied and active instruction provided? Was the teacher prepared, organized and confident? Did the teacher
create a high time-on-task lesson?
Teacher 1:
Being a band class, the structure seemed fairly steady. He would work with one section on their piece, then incorporate another
section and create a gradual incorporation of all the students. There was new music learned, but only based off of what they had been
working on, and with a few new instructions of how scales work that he wrote on the board. This allowed them to take previous
knowledge and new information to do the next task. The teacher was very prepared, never hesitating on what the next step for the
class was. With so many students and new pieces of music the time on task was very effective for the students to grasp new concepts
without wasting any time in the classroom.

Teacher 2:
There was structure in this classroom, but not as much as the band teacher. Being an English classroom, there tended to be more
explanation on the teacher’s part than implementation from the students. There was evidently enough time for the students to take
new information and work on the in class problem/assignment that they were given. The lesson was very prepared, already being
uploaded so the students could follow along as she gave the lecture, confidently answering questions about the objective. There was
less of time-on-task for this classroom, but allowed the students to work at their own pace once given instruction.

Teacher 3:
There was complete structure within the lesson in the science classroom. The information was relayed from the basics to the details,
and always in that order over the few things they were learning. The students learned about the two different types of cells, animal
and plant, and was more focused the entire time on those two topics. The lesson was very prepared, giving visualization on the
projector to the students when needed. Doing this without the students even needing to ask if they did not understand. The entire
class period as very on-task, giving little room for students to stray off of the lesson.

Synthesis and analysis of Instructional Design: Use the observations of your three teachers and draw some general conclusions
about classroom management to make connections between the teachers’ choices and student learning and/or behaviors.
 Teacher Observation Form
I think have different opportunities in class to learn the same thing allowed the students to get a little bit of differentiation to keep
them engaged in what was going on. This can come with being organized and not winging what you are about to teach and having to
come up with some interaction on a whim. Just this little bit of down time that it takes for you to brainstorm is enough time for your
students to lose focus and cause you to restart back over the information that is trying to be relayed. This also kept the students
learning the entire class period.

Instructional Practice: Was the delivery of the lesson smooth and organized? Overall, was the lesson delivered in a calm,
organized, and linear way? Were directions clear and concise? Were transitions smooth?
Teacher 1:
The teacher had obviously thought over the lesson before class was started, as even with so many students everything moved fairly
smoothly within class even with so many transitions. The teacher was very calm and controlled the entire time, never getting off-
task. The lesson was also broken down enough that each student knew exactly what was being asked of them when they were asked
to participate. He did not repeat any instructions during the class period.

Teacher 2:
The lesson in English went fairly smoothly, even with questions from students every few minutes and discussion between them. The
teacher was very calm and had efficient answers for everything that the students threw at her. The directions for the lesson were
given on the smart board, so students could visually see and not have to ask what the task was. The transitions were not as smooth
during this class, mainly because of the wide variety of understanding amidst the students. This took a little more explaining in order
for each of the students to clearly understand what the next task was.

Teacher 3:
The delivery method within this class was very organized, going in sequential order for the students to be able to grasp the main
concept. The teacher was strong and confident within her lecture, directions given a few times in order for the students to make sure
they included each direction. The transitions were not as smooth as within the band room, but mainly because of all of the details
contained within the lesson.

Synthesis and analysis of Instructional Practice: Use the observations of your three teachers and draw some general conclusions
about classroom management to make connections between the teachers’ choices and student learning and/or behaviors.

These transitions really are what makes or breaks a class, and that relates to how prepared the teacher is. Each of these teachers had
very smooth transitions, knowing how they are going to incorporate the sequence in a way to keep the students involved without
losing them when introducing a new topic. Keeping the instructions simple and easy to understand, also while restating them more
than once is what had the students on task, this left no room for the simple questions of, “What are we supposed to be doing? And,
how do I do that?” This ups class time that the students can work and that allows more time for student work and further instruction
from the teacher.

Student Engagement: Did the teacher use effective questioning techniques/strategies and provide effective feedback? Overall, did
the teacher show that they expected all students to pay attention and participate in answering questions? Did the teacher use praise
effectively and consistently?
Teacher 1:
There were not as many questions asked within the band classroom, but he did give feedback to each of the sections after working
with them on a piece, either praising them on a job well done or given suggestions on how to perfect the piece. Because of the
confidence within the teacher, it was very clear to me and to the students that he expected them to be engaged in class and what was
going on even if their sections were not taking part at the moment. Since a new piece of music was being implemented, he praised
the sections when they were able to complete it successfully, usually after each new section was incorporated.

Teacher 2:
There was more feedback in the English classroom mainly because of the open discussion and questioning method lecture that the
teacher gave. Each student was asked to answer questions, either within their groups for discussion or individually from the teacher.
There was not many tasks that had the ability to be given praise within this lesson. The positive attitude from the teacher when she
would explain the concepts was just as effective as positive praise, encouraging her students at the same time.
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Teacher 3:
There were open ended questions and questions specified at students the most during the science lecture. Feedback was given when
the students answered both sets of questions. From the teachers confidence era it was given that she expected the students to stay on
task, directing questions at those who seemed to be not as engaged. Praise was given when a correct answer was given, as this was
more of a difficult concept to for the students to grasp. This was a high confidence for the students and you could tell that they
enjoyed the positive comments after their answers.

Synthesis and analysis of Student Engagement: Use the observations of your three teachers and draw some general conclusions
about classroom management to make connections between the teachers’ choices and student learning and/or behaviors.

Student engagement in all of the classes were very high, and this came with the feedback the teachers all gave. This allowed the
students to listen to further instruction, and gave them confidence that they could ask questions. Each of the teachers asked
individual questions and broad questions, almost forcing each student to pay more attention in case they would be called on. It was
very obvious from the teachers’ behaviors that there was an expectance that each of them would have to be engaged in class. That
confidence era they contained drew the attention of all of the students and kept it for almost all of the class periods.

Nonverbal Communication: Nonverbal actions align with verbal statements? Overall what nonverbal communications were
observed? What message did the teacher seem to send to students about themselves? How important is nonverbal communication?
Teacher 1:
This was a very easy thing for the band teacher to use, as hand movements are one of the signals that the sections base their playing
off of. The way the teacher held himself made it very obvious that he was in charge and that he wanted respect from the students, in
turn which they gave the entire class. If he wouldn’t have held himself in this manner it would have been difficult to keep the
attention span of the students and keep them engaged and on task within the classroom.

Teacher 2:
The positive attitude was given out through the english teachers walking around and nodding of the work about the students and the
answers that they gave. She used proximity control, and with her active speaking to the students it was obvious that she wanted them
to enjoy the class period but learn new information. Nonverbal communication in her class is what kept her class on task during the
discussions within the students, and would have been very difficult without it.

Teacher 3:
There were not many nonverbal communication signals as the teacher did stay in her seat the entire time. Because of her sitting
down it is obvious that she expected the students to stay on task so she would not have to interrupt the lecture that was given from he
front of the room. This gave a “I’m not tolerating any misbehavior” kind of era to the teacher.

Synthesis and analysis of nonverbal communication: Use the observations of your three teachers and draw some general
conclusions about classroom management to make connections between the teachers’ choices and student learning and/or
behaviors.

This nonverbal behavior also came with the way the teachers carried themselves, although as a younger teacher I think that the
English teacher’s way of walking around the room made sure that the students were on task better, as they were aware of her
presence. This could be easier for me instead of demanding the repect as the veteran teachers did.

Evaluation/Assessment: Student achievement was assessed throughout the lesson. Overall did the students learn the lesson’s
objectives? What evidence do you have? Did the teacher use formative and/or summative assessment? Did the teacher use formal
and/or informal assessment strategies?
Teacher 1:
There was a lot of progress made within the band classroom, as each section learned something new and learned how to harmonize
correctly with the other sections. This was evidence by the teacher’s appraisal and the sound of the sections at the end of the class
compared to the beginning. There was more informal assessment used, as just a few questions given throughout the class period.

Teacher 2:
The lesson that was given was over in text citations on websites and books, and there was no evidence for me to witness that there
was progress made, as this would’ve been seen over the more formal assessment of the homework that the students were assigned.
This would allow the teacher to see and grade how well the students grasped the concepts and applied it.

Teacher 3:
 Teacher Observation Form
At the end of the class period there was an informal assessment as the teacher quizzed the whole class on the difference between the
plant and animal cells. I was able to witness the students correctly answering the questions indicating that they grasped the objectives
and the lesson that the teacher gave in class.

Synthesis and analysis of Evaluation/Assessment: Use the observations of your three teachers and draw some general conclusions
about classroom management to make connections between the teachers’ choices and student learning and/or behaviors.

I think that restating what was gone over in class after the entire lesson was taught, sort of as a summary, and quizzing the students
over it allowed the teachers to understand how well the concept was grasped throughout the lesson. The teacher appraisal that was
given was also a good indicator, giving the students proper feedback can ensure their understanding of an objective.

Other notes: Were there any other factors that you observed that had an impact on student learning, behavior, etc.?

Teacher 1:
It was very obvious that with the younger, 6 th grade, students that if there is no confidence in instruction that it would be difficult to
keep the students engaged and on task. This kept their behavior in line and kept them engaged in the lesson.

Teacher 2:
I enjoyed how the english teacher walked around and was more personable with the students, as they seemed more interested in this
lesson than the others that I witnessed. I think that doing this will allow me to make better connections with my students and keep
them engaged in class.

Teacher 3:
I think that since the teacher had an obvious era of not dealing with misbehavior, she was able to keep the students in line during the
lecture. This can make a big impact on student behavior in my own classroom.
 Teacher Observation Form
Part III: Implications for future teaching: Describe how these observations have had an impact on YOUR professional practice
(positively and/or negatively). Summarize specific teaching and learning strategies from each of the seven categories that you plan to
implement or not implement in your own teaching and why.

Introduction: When it comes to the introduction, being prepared and instantly taking control of the class will allow me to get the
attention of the students from the very beginning, which could be difficult in a math classroom and will be very helpful.

Professional Characteristics: Keeping myself at a higher level than my students and giving off the essence that I am in charge will
allow me to make sure that I have respect from my students during the lesson. This will help with student behavior such as blurting
out and/or talking to their classmates.

Classroom Management: I loved that the English teacher walked around the room as she gave instruction. This seemed to keep the
students on alert of her presence and kept them from acting out within the class. I have started doing this within my classroom
already.

Instructional Design: When it comes to the design of the lesson, I think that witnessing these other classes has made it very clear to
me that it is important to be prepared at the beginning. This allows for structure within the entire class period and as a newer teacher
this will allow me to make sure that I can keep my class on task.

Instructional Practice: When giving the lesson, it will be crucial for me to clearly make sure I give directions in a manner that my
students understand, and this will help me minimize questions that could be asked during my math lessons. Knowing how to
transition from learning the information to applying will help me get my message across to my students in a more productive
manner.

Student Engagement: I like that the band teacher allowed each section to be engaged for each part of the lesson, even if it was not
all at the same time. This allowed each student in his class to feel like they were being praised and kept the attention of the students
because they were aware that they were expected to participate. By using this I will be able make sure that all of my students are
paying attention even if they are not being spoken to at that exact moment.

Nonverbal Communication: I have taken up proximity control as the English teacher has, in order to let my students that I am
paying attention to them but am willing to be there for them when they have questions. If the students know that I care about their
progress this will motivate them to want to learn more because they won’t want to be caught off task.

Evaluation/Assessment: I like that in the science classroom there was an informal quiz at the end of the hour to ensure that each of
the topics coverd in the lesson had been heard and understood. This also allowed for those students who did not quite grasp the
information to hear it one more time before receiving their homework assignment. This can help me ensure that my students are
aware of the lesson that was taught and heard one more time before applying it to their own homework.

Conclusion:I grasped quite a few things from each of the teachers, but having confidence, being prepared, and making sure each of
my students was engaged in the classroom seemed to be the key points in each of the teachers that I observed. Each of these things
will allow transitions to be smoother and ensure that my students are on task and have understanding of each lesson.