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Name: Date:

Daniel Robison

English I

1. This is an English I class in high school being taught by Daniel Robison. He is preparing students for the state exam – the End of Course Exam. Most of the lesson will be focused on the writing portion of the exam. Scores on the exam range from a 0 (no credit) to a 4 (the highest score).

2. How did the teacher communicate the purpose of the lesson?

3. Mr. Robison told the students they were going to work on preparing for the state exam. He told them different portions of the exam and they were first going to work on the writing portion of the exam. He then told them they were going to focus on brainstorming as a way to plan what they were going to write. Listen how he uses the strategy of ‘think aloud’ to model how to brainstorm. And did you just hear him remind students to write notes as he was wiring notes. This was a way to get one or more students on task. He quickly looked up from his own writing, saw students not taking notes and reminded them to get on task without stopping the lesson. Reflect on the “think aloud” strategy. How does this help students? Reflect. Think of other ways you can use this strategy. Reflect.

4. Reflect for a few minutes on the atmosphere and climate of this classroom. How would you feel sitting in this classroom?

5. It appears students are relaxed but alert during this lesson. Students are asking questions as needed. Mr. Robison’s tone is one of respect and kindness. He is spending time helping students think through a sample writing prompt for the state exam so students know he wants them to do well. He also told some personal stories which allows students to see his ‘human side’ and helps students relate to him better. What else do you notice and why is it significant?

Now watch as Mr. Robison transitions to the next part of the lesson. Listen to how he

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gives students choice in how they work on the independent practice and how he relates

to the students.

6. You just heard Mr. Robison admit he made a mistake and how he made it right for a student. This is very powerful and helps to establish trust between student and teacher.

Listen to the feedback he is giving students as he makes his way around the classroom. Reflect on the type of feedback you observed and how it might have helped the students.The feedback is immediate, specific and after hearing the feedback, students know exactly what action to take with their brainstorming and planning.

7. Why did Mr. Robison stop the class to clarify the task? Reflect.

8. He likely saw something when he was conferencing with the students that told him he needed to add additional information and directions in order for students to be successful. This is why it is crucial for teachers to check for understanding during guided and independent practice. If a teacher does not check for understanding, students may proceed with a task and be doing it wrong and thereby practicing ‘the wrong thing’. It is important to clarify misunderstanding as soon as possible. Reflect.

9. Effective teachers always reflect on the lesson, and lesson outcomes. Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.

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