This document outlines protocols for lesson observations, including advice on paraphrasing, reflecting, summarizing, and listening during observations. It provides examples of effective probing questions and pitfalls to avoid when questioning the observed teacher. It also includes a sample lesson observation pro forma documenting a lesson on modern technology. The observed teacher felt the lesson was not fully successful due to timing and noise issues. Areas for improvement included choosing a different lesson time and incorporating more structured tasks and student involvement.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
A collaborative presentation on different type of assessments in education as a group project for Masters in education program. Co-presented with Ms. Anari, Ms. Divya, Ms. Jie , and Mr. Simon
1. CfBT QuILTs 2014 (WStagg)
1
PROTOCOLS FOR LESSON OBSERVATIONS
ADVICE:
It is important to remember to:
Paraphrase – checking the accuracy of your perception and understanding of what your
colleague is saying.
Reflect – only reflect feelings when there is a gap between what was said and how it was said.
Summarise – during the process and at the end.
Listen – it is the job of the observer to listen more and speak less than the person who is
being observed. Listening deeply is vital.
EFFECTIVE USE OF QUESTIONS
Probing/Clarifying:
What specifically will you do?
What will I/you see the students doing?
What specifically will the groups be doing?
Where will each group be operating?
Could you tell me a bit more about what happened?
What did you do then?
Pitfalls:
Aim for an advice and judgement free zone. That is, the observer should aim to
encourage the person being observed to draw his/her own conclusions or make
his/her own judgements based on the running record of the lesson.
The following are some of the pitfalls to avoid:
In my classroom, I…..
Have you ... ?
Will you ... ?
Why did you ... ?
Asking questions that are answered with a “yes” or “no”
Leading questions e.g. Are you going to do that because ... ?
Probing with a question like: “What went wrong with ... ?
You may instead ask a question like “What could you have done differently?”
“What I’m hearing is ... “
“It would appear that ... “
“Is what you’re saying ... “
2. CfBT QuILTs 2014 (WStagg)
2
LESSON OBSERVATION PROFORMA
Template B
Name: Wayne Stagg School: MSPSBS Date: October 2014
Observed by: Joanne Thomas Time: Periods 9&10 (4:45-5:30) Class: 7H
AGREED AREAS TO BE OBSERVED:
Lesson timing and delivery
Teacher/student talk time
TEACHER INTERACTIONS: (What did I see and hear?)
Introduction Greeted sts cheerfullywith ‘Assalam…..’ T
asked one grp of boys if they were happy in a line instead
grp. WALTS written up on WB agenda style. Reminds sts to
get organized,not walk around.
Asks sts to listen & get Textbooks & Workbook out – Look at
Unit 2 Modern Living.
Phase 1 Orally gives sts questions to think aboutas they
look at the picture.Reminds sts to stay on task & be
respectful.Looking for sts with hands up.What from picture
has made life easier? Begins to mind map responses on WB.
Phase 2: T asks probing questions to encourage sts to
keep thinking & responding.Tfocusing on one grp of boys at
front. Encouraging sts to think of modern advances and
leading/giving examples.Reminds sts to use hands.
Phase 3: The mind map has all the advances sts can think
of relating to the picture. T now asks sts in their grps to
consider & discuss the problems/negatives ofthe newer
technology(Takes advantage of the spider issue to introduce
new vocab ‘Arachnophobia’ and the modern invention of
insecticides.) continues lesson timed for the next 5 minutes
(5:16) T roves around class listening & encouraging sts to
think of negatives.
Asks/states to one quiet grp of 3 girls that not much is
happening there.
Continues to rove around grps checking/assisting sts to keep
on track. Checks time – 1 min left.
Phase 4 & 5 Hand clap to bring sts attention back to front
of class and signal times up.Gets sts to stop & refocus &
report back on negatives. T asks sts aboutlistening skills &
reminds them to listen to fellow classmates.
T goes with differenttask interpretation & allows girls to
explain/justifyand adds in discussion clarifying and drawing
correlations between task & wht sts are saying.
STUDENT INTERACTIONS: (What did I see and hear?)
Sts enthusiasticallyreplied ‘Wass….’ Sts quickly put
tables into grps 3-5. Some sts watching the WALTS go
up, others sitting chatting quietly. No sts with books open
or ready yet.
Sts respond & open appropriate book (4:55)
Some sts humming.
Sts begin to respond to T questions.
Sts & grps continue to contribute to mind map. (5:08)
General discussion & some listening to T examples
Sts noisy& excited (a small spider has caused a couple
of girls to jump up)
Another grp of girls continue on task discussing negatives
Sts responding to T aware 1 min left (5:20)
Sts sharing negatives as Twrites up on WB
Quiet grp of 3 from earlier contribute but a little off the
main point.
Sts continue on with negatives of fast food
3. CfBT QuILTs 2014 (WStagg)
3
Trying to quietst to explain her answer.
Conclusion of lesson Lesson over 5:31 (out of time & sts
need to leave. T calls aside one boy who had got up and
walked slowlyin front of teacher across the room earlier in
lesson to remind him ofrespectful and appropriate behaviour
in class in the future.
Sts on other side of room very talkative & noise level
rising
Further comments and questions:
WWW?I can’t recall what the acronyms WWW and DD mean! I was mortified as this lesson progressed
and these negative feelings increased so that when I cam e out oflesson I felt it was a complete failure
and I had revealed myselfnot only as an aging incompetent teacher to a respected colleague,but also a
fellowKiwi! As always though, Jo took a more balanced viewand – as her observation records I think
– sawboth areas for improvement and things that weren’t so bad – or not as bad as I felt they had
been. For example, as always with this group and my classes in general, positive, reasonably credible
Q&A sessions and moments occurred.The idea – to brainstorm ideas about tech in our modern world
as an intro to Unit 2 Gateway – achieved its aim(s).The students generally enjoy rowdy Q&A and I
endeavor at other times to mitigate the over enthusiasm wby involving individuals in the white board
recording sessions so students are asking questions, responding,and recording in the role ofthe teacher
(peer learning & teaching!). Students – many ofthem – were engaged mostofthe time and gave
valuable, at times very thoughtful ideas/feedback.Given this was last periods 4:45-5:30PM Saturday –
not a good time to have chosen this particular activity – the results were creditable ifnot fully
impressive. Hooray!
DD? Just remembered – What Went Well & Do Differently. So, a different time for the lesson type I ran,
and severe trimming oftime spent in Q&A so that written tasks could be begun and concluded, and
marked as part of the lesson package.I would also include as I often do but didn’t this time, the
students as teacher element – selected or cajoled volunteers coming to front (usually in pairs) to ask the
questions and record responseson the white board. Settling starter at beginning oflesson (vocab
relevant quiz or tech device crossword etc.) would have proved useful too. As would have an early
conclusion to formal lesson and instigation ofa fun and or winding down class task e.g. hangman or
verb crocodile. Ah, hindsight!
Lesson outcomes achieved:
Marginally. In so far as Gateway 3 Unit 2 – Modern Age and tech devices was introduced and
discussed to varying degreesand levels ofsuccess, lesson outcomes achieved. Written work allocated to
compliment/conclude Q&A task not achieved.
Wayne
