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Fisa de Asistenta Job Shadowing

1. The document is an activity observation sheet for a preschool in Romania that evaluates the educational environment, teacher's activity, children's activity, and class management. 2. It contains questions in each category to assess whether various criteria are met or not during classroom activities and interactions. 3. At the end there is a section for additional observations, conclusions, and recommendations from the observer teacher.

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Diana Dinu
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26 views4 pages

Fisa de Asistenta Job Shadowing

1. The document is an activity observation sheet for a preschool in Romania that evaluates the educational environment, teacher's activity, children's activity, and class management. 2. It contains questions in each category to assess whether various criteria are met or not during classroom activities and interactions. 3. At the end there is a section for additional observations, conclusions, and recommendations from the observer teacher.

Uploaded by

Diana Dinu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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MINISTERUL EDUCAŢIEI NATIONALE

INSPECTORATUL ŞCOLAR JUDEŢEAN DOLJ


Grădiniţa cu Program Prelungit „TUDOR VLADIMIRESCU” Craiova
Str. Carol I, nr. 41AA
Tel. 0351/441856, Fax. 0251/410.481
e-mail:
webpage: .

Activity observation sheet for the 2019-2020 school year


 
Date:
Group/ Class:
Assisted teacher:
Activity title:
Number of children present (total registered):
EDUCATIONAL 1. Toys / games / centers of interest that are / are not within the reach of the child, Yes NO
in his visual field;
ENVIRONMENT

2. The materials displayed in the group room have / have no meaning for the learning
process in which the child is engaged through play
3. The exposed materials are / are not placed at the child's level;

4. The exposed materials are / are not visible;

5. The materials exposed are / are not made with the help or in the presence of the
child.

6. The furniture is / is not properly placed in the geography of the class during the
activity;

7. The position of the teacher in relation to the children is / is not appropriate.

8. The didactic material used encourages and stimulates the child's participation in
the activity;

9.The didactic material used is / is not relevant for the learning context created and
the type of activity;

10. The teaching material used is / is not sufficient.


POSITIVE ASPECTS SIMILARITIES
TEACHER” 1. The way of designing / designing the activities is // it is not clear;
ACTIVITY
2. The way of designing / designing the activities respects / does not respect the efficient
design standards, etc
3. The teacher spoke more than necessary / did not speak enough;

4. The teacher spoke too fast / too rarely in relation to the needs of the children;

5. The vocabulary used by the teacher during the interaction with the children was / was
not accessible;

6. The teacher created / did not create enough opportunities to stimulate dialogue
between children and to ask them questions.

7. The correction of the errors of expression / content was / was not made in
accordance with the basic pedagogical principles.

8. The teacher offered / did not provide positive feedback back to the children;

9. The teacher put / did not put labels on the children who failed to complete the tasks /
to answer correctly / to comply with some rules, etc.

10. The teacher offered / did not give the child freedom in artistic expression.
POSITIVE ASPECTS SIMILARITIES

CHILDREN'S 1. The relationship between the time the teacher spoke and the time the child spoke
ACTIVITY corresponds to the basic pedagogical principles.
THE JOY OF
LEARNING 2. The children were / were not allowed / encouraged to express their ideas / opinions
REFLECTED IN during the activity.
INTERACTIONS -
.
3. The children's reactions show their interest / disinterest in the activity.

4. Preschoolers have shown that they know / do not know what they have learned /
what they will learn
5. Preschoolers know / don't know where they came up with, at some point, exploring
the topic that interests them.
6. The teacher asks / does not ask the children about what they want to learn.
7. Preschoolers know / do not know what has been pursued through the activity in which
they are involved / what they are required to apply / demonstrate / achieve at the end of
it.
POSITIVE ASPECTS SIMILARITIES

CLASS 1. The teacher maintains / does not maintain the visual contact with the children,
MANAGEMENT throughout the activity.

2.Children work / do not work well together / in group / in pairs.


.

3. The teacher changes / does not change the place of the children, when the situation
requires it.

4. The instructions of the teacher are / are not clear.

5. The didactic materials used could be seen / not seen by all children.

6. The voice of the teacher was heard / not heard clearly throughout the activity.

7. The children were placed in such a way that they heard / did not hear each other well.

8. The teacher showed that he / she is not aware of the learning difficulties of the
children and provided / did not give correct feedback, to each one, according to his / her
need and pace.

9. The teacher makes / does not appeal to the rules established together with the
children for the education of positive behaviors.

10.Children follow / do not follow the rules of the group


POSITIVE ASPECTS SIMILARITIES
Other observed aspects, conclusions and
recommendations:__________________________________________________________________________________
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Observator Teacher, Assisted teacher,

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