Observation Guidelines

To pass EDUCA 1100, you must complete 20 observation hours in a public-school K-12 classroom. While observing, look for the following
indicators, provide examples, and reflect on your observations. You may not see all indicators throughout your observation time, and that’s okay.
If you do not observe these indicators directly, have a conversation with your cooperating teacher to understand more about the indicators you do
not observe. This document must be completed and submitted with your observation log.

Classroom Setting

Indicators Examples Reflection

Classroom Atmosphere  One 8th grade  I really liked the debate. It allowed all the students
Teacher-student interactions class had a to get involved and to share their opinions while
student-student interactions debate over also learning more about climate change.
climate change.  I also really liked the inclusion of every student. It
 The teacher is very important as a teacher to not single anyone
engaged the out or pay more attention to one over another.
students in
discussions and
made sure to
involve
everyone.
Classroom Procedures  In person-  I really liked the idea of letting the students decide
Groups, materials, supplies, desks 6 feet if they would like to work alone or in groups. It
transitions, routines apart, buckets at allows them to feel included in the overall
each desk for decisions.
all their art  Besides their textbook, notebook, and laptop, no
supplies. other supplies were required for remote learning. I
think that is very convenient and easy on the
 Drawing sticks
student to not have to worry about obtaining extra
to determine
supplies for class.
groups.
 Allowed
students to
decide if they
would like to
work in groups
 or work alone
for certain
assignments.
Classroom Behavior  For remote  I think all of these rules are reasonable and
Expectations, rules, learning, understandable. The teacher did not have super
monitoring, response cameras must be strict expectations and she allows the students to
on. make comments and share their opinions freely.
 Must use the
virtual hand raise
to talk.
 No private chats
through
Microsoft Team.
 All class rules and
expectations
were discussed
in the beginning
of the year.
Classroom Layout  Desks are 6 feet  I have never used Microsoft Team before but I
Arrangement of furniture, apart believe it is very similar to Zoom and is a great
resources for student use,  For St Mary’s, resource for remote classes.
technology integration they use  Google classroom is a great resource for remote
Microsoft Team learning. Teachers are able to post videos,
for virtual readings, writing assignments, grades, and more
classes. all in the same place. Easy access for all students
 Through who have the class code.
Microsoft team
the teacher is
able to view
classes through
a “large
gallery,” where
they are able to
see all students.
 Use google
 classroom for
assignments.

Teaching

Indicators Examples Reflection

Communication  Teacher thoroughly  I believe the teacher does a great job of laying out
Learning outcomes, goes over expectations her expectations to the students. She makes them
expectations, directions, at the beginning of straight forward and direct so that students know
explanation of content, each unit, exactly what is expected of them.
use of vocabulary  Goes over and  The teacher does a great job of incorporating the
explains directions for vocab words for each unit into all the assignments
each assignment and and discussions. I believe that helps aid in students
allows time for student learning and mastery of the subject.
questions.
 Vocab words are seen
throughout the unit in
various assignments,
as well as group
discussions.
Questioning and Discussion  The pedagogical cycle  I think Bloom’s taxonomy and the pedagogical
Bloom’s taxonomy, is well demonstrated. cycle are important for teachers to think about and
pedagogical The teacher provides incorporate into their teaching methods. Wait time
cycle, wait time information, asks a is also an effective measure to allow students an
question, responds, adequate amount of time to think and respond to
and reacts. questions.
 Wait time is evident.
The teacher allows
time for students to
think and respond to
questions.
Student Participation  Drawing sticks  Drawing sticks are a good way to have everyone
Techniques  Given the option of participate while not singling any student out.
How are they participating? working in groups or  I liked that the teacher gave the students the option
What is required of them? alone of working in groups or working alone. It gives
 Popcorn responses students the feeling of being involved and
included in the decisions.
 Students are required to
 I really like the idea of popcorn responses. Like
participate in the group
the drawing sticks, popcorn all students the
discussions and the opportunity to participate and avoids teachers
review of homework or singling out any particular student.
of quizzes/tests.
Differentiated Instruction  Learning styles:  Throughout my observation, I saw all the learning
Student interests, culture, PowerPoints, videos, styles presented and I believe the teacher did a
incorporated into activities readings, in class lab great job incorporating them and making sure each
and assignments; examples for dissection along student was learning the material.
of multiple intelligences/ with a virtual one.  The teacher had not planned a lesson in space,
learning styles Students make however, the students wanted to learn about it so
presentations to share she included it into her lesson plans. She also
in class. included specific topics that the students wanted to
 Students talked about learn more about.
wanting to learn about
space and asked what
interests them.
Grouping of Students  Study review in  I believe that the teacher did a nice job of
Whole class, small groups, partners if wanted. including individual work and group work. Both
pairs, individuals  Small groups for are beneficial to learning and group work allows
certain assignments for communication and the sharing of ideas and
 Students were given opinions.
the option of working
in groups or alone.
Pacing  Most times, the  Transitions on remote learning can be tough,
Gaining attention, students were ready however, I think the teacher did a good job of
transitions, reflection, when class began and switching between lectures to discussions to
closure, wait time avoided distractions. individual work.
  On the occasion that
they were not ready,
the teacher called the
names of the ones
being disruptive.
 Transitions were
smooth and followed a
pattern of lecture,
discussion, individual
work time.

Lesson Planning

Indicators Examples Reflection

Student Background  Meeting on March  This is just one example of how the teacher has
Concepts, skills, 12 between the plans and methods to help aid her students in
prerequisites, student teacher and a learning, based on them and their backgrounds.
abilities, learning styles, counselor about a  The meeting discussed various learning styles and
level of need student who has methods that can best help him learn and
OCD and AHDH remember each unit.
 and how they can
help him succeed.
 Talked about
methods of
approval and
positive
reinforcement and
how their methods
may positively or
negatively impact
him.
 “He’s at this age
where he is very
aware of what
others are saying
about him.”

Learning Outcomes  Discipline plays  I think discipline, to a certain extent, is very

Linked to standards within a part in learning. important in the classroom. Students who are
and Students who are disruptive are not only affecting their learning, but
outside of discipline not paying the learning of their peers.
attention or
disrupting class,
have
consequences.
 Other students
can see the
consequences
and learn to
avoid them.
Learning Activities  Each unit  I think the teachers lesson plans were nicely made.
Design, enhancement of consisted of She made sure to include time for lectures,
student multiple discussions, in class work time, and included
learning, challenging, activities and many activities and assignments to further the
multicultural, supportive of
group learning, supportive of assignments. The knowledge and understanding of each topic. I,
diverse student population advanced 8th however, did not see any support for diverse
grade had more student population in the realm of activities.
challenging
activities than the
7th and 8th grade
classes.
 Many activities
were in groups
and allowed the
sharing of ideas
and opinions.
Assessment  Formative and  Both formative and summative assessments are
Formative, summative, summative incorporated into the units. I believe both are
aligned to learning outcomes assessment are helpful to students and teachers. It allows students
that drive planning and noticeable in to see how their learning and processing
instruction each unit. Tests information in each unit. It allows teachers to
and assignments assess how well their students are learning and
are designed for grasping each concept and what topics they need
both to focus on more.
assessments.

Assessment

Indicators Examples Reflection

Expectations  The teacher creates a  I believe this is a good way to display your
Criteria, how is it PowerPoint with all expectations to the students. I think it is nice how
communicated to students? the expectations for each unit has a list of what the students should be
each unit and what doing and learning. Students have access to the
the students should PowerPoint and can look back to make sure they
be doing and are following and doing what they are supposed to
learning. be.
 For overall rules and
expectations in the
classroom, the
teacher set those in
place at the
beginning of the
year.
Monitoring student learning  Group discussions  The teacher does many activities and group
How does the teacher  Quizzes discussions where she is able to assess student
monitor student learning?  Packets for major learning and what topics might need more
How do students self- assignments clarification.
monitor?  Reading checks.

Feedback  Teacher was quick  I like the idea of giving students feedback for each
Timely, substantive, on grading. assignment and test, instead of just giving them a
constructive, teacher  Feedback was letter grade and moving on. Helping students
proximity, guidance, provided to each understand what they might have done incorrectly,
reflection student, based on can be beneficial to their learning.
how they did. The
teacher made notes
in the grade book
with her comments
and feedback.
 For topics that were
commonly missed,
the teacher did a
quick review and
 allowed students to
ask questions.
Classroom Layout  Desks are 6 feet  I have never used Microsoft Team before but I
Arrangement of furniture, apart believe it is very similar to Zoom and is a great
resources for student use,  For St Mary’s, they resource for remote classes.
technology integration use Microsoft Team  Google classroom is a great resource for remote
for virtual classes. learning. Teachers are able to post videos,
 Through Microsoft readings, writing assignments, grades, and more all
team the teacher is in the same place. Easy access for all students who
able to view classes have the class code.
through a “large
gallery,” where they
are able to see all
students.
 Use google
classroom for
assignments.
Assessment Style  Formative  I like the idea of both formative and summative
Formative, summative assessment was more assessment and I believe that both aid in helping
common, from what the students and their learning. I believe it also
I could see. Many helps the teachers see how effective their teaching
assignments were methods are and how well their students are
given throughout grasping each concept.
each unit to test the
knowledge and
understanding of the
students.
 Summative
assessment can be
seen in their finals. I
did not see this but
the teacher did
explain that they
have a science
 project and last test
at the end of the year
that tests knowledge
on all the topics
throughout the
semester.
Grading  Typically, two sets  The grading methods are common and I think
Traditional, standards-based of grades - incorporating both participation and accuracy of
participation and work is beneficial in getting the students to learn
accuracy of the more and participate more.
work.  I really like how she offers extra credit that
 If an assignment is involves science and religion, which is obviously
late, it is important at St. Mary’s. It allows an extra boost for
automatically 10% any student who may be struggling or who missed
off the final grade. any assignments.
 Science classes-  I appreciate how the teacher noticed that majority
offers 10 points of of students did not do well on a test. Instead of
extra credit per week putting the grades in and allowing many grades to
– students must find drop, she decided to drop the whole test and just do
a science related a review over the topics that students struggled
news article, write a with the most.
summary about it,
and describe how the
Catholic Church
feels towards to
topic.
 In one class, the
teacher took the
average of all the
grades and since the
average was about
60, she tossed the
assignment so it
would not bring the
student’s grades
down.