TEACHER EVALUATION NOTES - TEACHER X

UNIT ADMINISTRATORS NOTES FROM CLASSROOM OBSERVATION (Administrators use this form or an alternate note-taking format to aid in gathering evidence during an observation.) Grade/Subject: 7TH Grade Language Arts Date/Time: October 31, 2011 9:35am-10:40am Objectives: 2.01 Today, I review main idea, summarizing, and making inferences. Time Actions and Statement(s) Questions by Teacher and Students Comments/Suggestions/ Questions

9:35a m 9:40a m

(T) was distributing last weeks test paper and answer sheets for review. Class formally started at 9:40am. Students were given their test paper and answer sheet of the assessment last week. (T) went over the questions with the students one after the other.

Please be mindful of time. Great! What was the purpose of this activity? How can using the data information help your students become better test takers? Good practice.

(T) addressed a question to all students. She redirected everybody by raising his/her hands before answering the question. (T) asked question how the text was presented/ organized. Great!

One or two students actively participated in the discussion. 9:54a m

Students were willing to participate; (T) stopped them by moving on and reading the sentences/paragraphs/que stions. Most of the students were no longer engaged at this time. One student was sleeping; another two heads down. T may start letting students give their thoughts, answers. For example, why is the

(T) started todays lesson by reminding the

10:00 am

class about the theme-gratitude. Then she read the vocabulary words for the day. She continued by introducing the text Ocean Langlois and what she did to express gratitude. (S) read the 1 slide. (T) gave the summary of the text.
st

answer evolve? instead of giving her own ideas about evolve. Dont you think it is better to unlock the meaning of the difficult words first before going through the PowerPoint? Unfamiliar words: benefit, facilities, financially, orthopedics

Another student read the 2nd paragraph. (T) asked (S) if he has an idea what orthopedic was about. (T) dichotomized the word ortho which means foot. (T) defined facility building. (T) asked - What does the word impact means? When you have an impact in someones life, what does that mean? (T) asked- What does unwavering mean? (T) read the next slide. (T) reminded students about the meaning of surpass. (S) corrected (T)by saying suppress (T) asked What does philanthropists mean? (S) they give donations. (S) read the 2nd to the last slide. (T) asked what compelled means. (T) asked - What does compelled mean? 10:14 am S read the last slide. (T) asked the essential question. - If you receive something from somebody or an organization, would you pay it back? (S) answered the essential question through Think, Pair Share. Students were redirected since they started moving their desks. (T) told them to stand up with their partner.

Do you think students could give you the structure of the word if you had asked them first? ortho means straight or erect

10:17 am

(S) started talking inappropriately when they were told repeatedly to stand up. Think, Pair, Share activity (S) answered the essential question for a minute.

Direction on what students should do was not clear. Great job!

Class sharing. Students would say, We said yes Me and (S) S say said- I will say thank you and give that somebody a hug 10:20 am (T) mentioned no law in the US that you are required to pay back. (T) asked Do you think everybody should be compelled? (S) not all the time. (T) do you think everybody should pay it forward? T made connections with the movie. (T) reiterated the reading strategies - box in and read the title; etc (T) mentioned that S will make inferences and summarize the texts. (T) asked students to count for the pair work. (T) told students to be with their partner.

Great job!

Powerful! ( T) may need to reiterate the theme explicitly.

10:23 am

Some (S) had a hard time looking for their partners. Question: What would you do differently next time?

10:28 am Students work in pairs. They were given 5 minutes. (S) were to write the main idea and summary of the slide. (T)kept reminding students to read and talk.

Great job! There was great student engagement. (T) may need to be more conscious of the time. And have a procedure for putting up their work.

What would you do if (S) finished ahead of the (T) went around to guide students as they do others? their work. Class started to be chatty. (S)- were talking about what are the key And everybody was words? everywhere.. 10:40 am How much % of the students were engaged?

How do you know your students were engaged? (T) reminded students to go back to their desks. Help me understand how you handle transition times wisely.