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Classroom Observation Assignment-Form 2 Blank 1

The document summarizes a classroom observation of an APUSH teacher, Mr. Boldman. It describes that most students were on task and engaged in the lesson. It notes that Mr. Boldman used modeling, questioning, monitoring, and evaluating to engage students. Students used worksheets, writing, reading, researching, technology and homework. Mr. Boldman redirected inappropriate behavior positively and maintained an enthusiastic and effective classroom environment. The observer comments that Mr. Boldman is well prepared and has potential for growth as an expert teacher.

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81 views

Classroom Observation Assignment-Form 2 Blank 1

The document summarizes a classroom observation of an APUSH teacher, Mr. Boldman. It describes that most students were on task and engaged in the lesson. It notes that Mr. Boldman used modeling, questioning, monitoring, and evaluating to engage students. Students used worksheets, writing, reading, researching, technology and homework. Mr. Boldman redirected inappropriate behavior positively and maintained an enthusiastic and effective classroom environment. The observer comments that Mr. Boldman is well prepared and has potential for growth as an expert teacher.

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© © All Rights Reserved
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EDUC 5312/3315-Curriculum and Instructional Design

Classroom Observation Assignment

Observation Form 2

Observation Date: 3/31/17 Observation Time: 8:00-9:25

Teacher Observed: Garth Boldman Subject/Grade Level: APUSH, 11th Grade

School Observed: Harmony Science Academy High Observer: Kelly Burnham

For the things you observed, place a check. Please explain further about the checked item
directly below the particular section. Provide overall comments and reflections at the end.

STUDENT BEHAVIOR (MAJORITY OF STUDENTS):


X On Task Off Task X Engaged X Learning Successfully

Explain:

TEACHER STRATEGIES OBSERVED:


X Modeling X Question/Answer _____ Lecture X Monitoring Groups
X Listening ____ Problem Solving X Evaluating _____ Reading To Students
____ Modifying ____ Integrating Content ____ Guiding Cooperative Groups
___ Other _ _____________________

Explain:
As the teacher projected a graphic organizer (Chronological Reasoning Chart) on the board in
demonstration of how students would complete the instructional how and why activity
regarding cultural events, while students listened and observed. As students discussed the
content among themselves, with the aid of the instructional task, the teacher circled the room,
monitoring progress. He stopped and listed to students while they were engaged in this process.
He asked questions if during his evaluation of what they were writing was not responding
accurately to the topic, and based on their answer, he asked more questions or responded to their
thinking by affirming it was a correct response to the content. He also answered questions posed
by students, relating it to the concepts being covered in the material.

TEACHING MATERIALS BEING USED:


____ Manipulatives ____Workbooks X Overhead Projector ____ Smart Board
_____ Chalkboard X Maps X Computer ____ Projector
_____ Books ____ Other Audio Visuals ____ None Other
__________________________________________________________________

Explain:
The teacher used his computer, remote, and projector to display the objectives, graphic organizer, and
notes on the whiteboard.

TYPE OF STUDENT GROUPING:


____ Small Groups X Whole Group X Pairs X Individuals

Explain:
The teacher began with a whole group discussion of objectives, followed by a demonstration for the whole
class, on the white board, modeling how to complete the Chronological reasoning chart (this was
assigned as homework). He then directed students to work with partners in responding to questions on
the intervention worksheet, followed by a research assignment about Contextual Cultural Connections of
time period cultural figures he directed students to research and write about (rubric included) in
preparation for responding to the SAQ responses, which would be performed independently at the end of
the unit.
TYPE OF STUDENT ACTIVITY:
X Worksheet X Listening X Writing X Reading _____ Performing
___ Journaling X Discussing _____ Centers X Homework _____ Research
___ Investigation _____ Laboratory X Using Technology
___ Other ______________________________________________________________

Explain:
Students were given a packet with a Chronological reasoning chart, map, intervention questions
to assess understanding of content, textbooks wherein to find the answers while discussing with a
partner, and a set of question prompts to research and guiding questions to respond to with rubric
guidelines.
All instructional activities were designed to engage students in listening, questioning, discussion,
and answering tasks. Description and analysis thinking skills were to be utilized while students
responded to multiple choice, written responses (100-150 words) and composition activities
(SAQ).

MANAGEMENT/DISCIPLINE:
____ Stated Expectations for Behavior _____ Positive Reinforcement
X Redirection of Inappropriate Behavior ____ Encouragement of Students
X Self-disciplined Students X Effective Time Management
X Materials Ready X Enthusiasm for Teaching/Learning
Explain:
When needing to give a reminder about the instructional activity, Mr. Boldman did not stop if all
students werent listening, respecting that some were continuing on uninterrupted in their thought
processes. In this way, he didnt draw attention to their lack of attention as behavioral defiance,
but respected their pursuit of completing a thought and delivering his message, at the same time,
to students for whom it was important to receive the reminder.
At one point he did point out to two students what seemed to him like off task behavior,
allowing them to consider this, then after they re-engaged in the learning task, he promptly
continued discussing the content with them and other peer pairs.

OVERALL COMMENTS AND REFLECTIONS:

Mr. Boldman is a third year teacher who began with content knowledge and pedagogy, student
teaching experience, thereby equipped with the potential for a strong start in the teaching
profession. He has a strong personality to boot, and an enthusiasm for the content being taught,
so he has the ability to garner the students attention. He manages classroom procedures well,
and is always prepared, so instructional time is valued by him, setting the example for the
students. He has already initiated growth through leadership opportunities as CNA Chair on
campus, and curriculum writing for the district. Given his high standards for teaching and
learning, he has the potential to become an expert level teacher.

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