LITTLE, L.

CLASSROOM OBSERVATION REPORT

Classroom Observation Report

Lois Little

EDU 704: Supervision and Evaluation of School Personnel

University of New England

August 11, 2012

LITTLE, L. CLASSROOM OBSERVATION REPORT On August 2, 2012 I observed Melissa as she worked with and taught a mixed group of fourteen fourth and fifth grade students participating in the Summer Enrichment Program offered at Canaan Memorial Schools. The class I observed was The Joy of Cooking and while each class does have a cooking component, each class must also address and reinforce mathematics and literacy skills, per the guidelines of the grant which funds the program. I observed Melissa from 8:45 am until 10:30 am on that day.

From Danielsons Framework (Danielson, 2007), I was specifically looking to observe several elements of Domains 2 and 3. In Domain 2, The Classroom Environment, I selected from Component 2a (Creating an Environment of Respect and Rapport) the elements of teacher interaction with students and student interaction with other students (Danielson, 2007). Also from Domain 2, I was interested in observing from Component 2b (Establishing a Culture for Learning) the management of materials and supplies element (Danielson, 2007).

I was also interested in observing components and elements from Domain 3, Instruction. In particular I was hoping to observe from Component 3a (Communicating with Students) the element of explanations of content, and from Component 3c (Engaging Students in Learning) the element of activities and assignments (Danielson, 2007).

I selected these specific elements as the focus of my observation based upon the pre-observation conference that Melissa and I had conducted the day before. She had explained to me that since this is a summer enrichment program, there is not a lot of new and direct instruction that takes place. These elements seemed best and most likely to be observable then, regardless of whether or not new instruction was taking place. I was also interested in these elements personally because I was curious as to how they differed with elementary level students versus what I was used to as a high school teacher.

LITTLE, L. CLASSROOM OBSERVATION REPORT The following observations were made regarding Melissas approach to each of the elements previously identified from Domain 2 of the Danielson Framework (Danielson, 2007):

Teacher interaction with students: Melissa greeted the class warmly as they came through the door. Melissa spoke to them with authority but with respect, and engaged them in small talk as they arrived and settled. She asked one child who had been hurt the day before how she was faring, and spoke to another about how his family vacation had been. She shared some stories about vacation happenings from her past. All students appear to engage with and trust Melissa.

Student interaction with other students: The students appeared to respect one another, listening closely as stories were read and questions were asked. Students were eager to peer correct the math worksheet and several students voluntarily assisted others who were struggling without being asked to do so. One group of two intentionally invited a third classmate (who had no partner) to join them and even moved a chair in place for the additional student. It was clear this was expected behavior and was recognized and praised by Melissa.

Management of materials and supplies: Melissa had all materials needed for all components of the class ready and easily accessible. The math worksheet on mixed fractions was labeled on the work table for students to pick up as each was ready. The stories the students were working on were in individual folders in a designated place in the classroom. The cookie pizza ingredients were purchased and sitting out on the kitchen counter and easily moved to the two workgroups when it was time to cook. It was evident the students were well versed in the classroom routine for obtaining and using materials and were able to move from one activity to another with little to no confusion or disruption.

LITTLE, L. CLASSROOM OBSERVATION REPORT The following observations were made regarding Melissas approach to each of the elements previously identified from Domain 3 of the Danielson Framework (Danielson, 2007):

Explanations of content: Melissas explanations were age appropriate and connected easily to the prior knowledge of the students. It was clear that mixed fractions had been covered for the students, but that some still struggled with the concept. Melissa used words, pictures and manipulatives to demonstrate and reinforce the concepts and skills associated with mixed fractions. She was also very thorough and age appropriate in her explanation of the cookie pizza project, stressing safety around the stove and hot saucepans as well as sanitation in terms of hand washing and tying back long hair before touching food.

Activities and assignments: All activities and assignments observed were appropriate to the students, including those designed for the student identified in the pre-conference as needing help in time-telling skills. All students were engaged in their activities with some occasional but minimal distraction, which Melissa readily addressed and redirected. Students seemed to enjoy being able to write their own stories and were eager to get to that part of the session to write and add something new from their experience of the day to their stories.

It was clear to Melissa and this observer that the students understood mixed fractions when they eagerly helped explain their answers to the group. It was also clear when they completed the mat worksheet and proudly showed Melissa their success, and received a reinforcing High five good job! from her. The students also demonstrated understanding of the safety and sanitation issues around food preparation as they readily washed hands and tied back hair when requested. They assisted Melissa in interpreting the directions for the cookie pizza and enjoyed a gooey and sweet treat as a result. Several asked to take the recipe home to share. Their eagerness to get to their stories also

LITTLE, L. CLASSROOM OBSERVATION REPORT indicated to me that they were excited about what they had learned and done that day, thereby demonstrating understanding.

The following are the suggestions I have to help Melissa improve on the elements of instruction that I observed:

Teacher interaction with students: Keep doing what you are doing! It is clear the students feel

safe enough to learn in a comfortable and mutually respectful environment. If anything, I might suggest even more check in time with the students as they arrive, as elementary students especially love to tell you what is new in their lives. It is important they know they can be themselves.

Student interaction with other students: It is awesome the way these youngsters willingly

work with and assist one another. However, be careful of the overzealous student who, in his or her eagerness to help, does not always give a classmate the chance to try on their own first.

Management of materials and supplies: Again, keep doing what you are doing! The way the

students knew classroom procedure and how to access materials is commendable! The positive modeling of excellent organizational skills will serve these students well as they progress through their middle and high school years and beyond. I would suggest another time that with fourteen students, it was a bit crowded for each group to have seven members, and not everyone had an equitable job to complete. I realize however that in this summer program, you never know day to day how many students you will have, and also that the ingredients for the project are costly.

Explanations of content: Well done. My only suggestion here is to slow down your explanations just a bit. It can be overwhelming for some students if they perceive the teacher is talking so fast they dont have time to absorb what is being said. This however, is a minor item...I did not feel like this was a pressing issue.

LITTLE, L. CLASSROOM OBSERVATION REPORT Activities and assignments: It would have been a very good reinforcing tool, after the cookie pizzas were complete, to use them as the focal point of a real-life mixed fraction problem. Perhaps next time that can be incorporated into the activity.

Additional Observations: All in all I found Melissas classroom to be a place where happy children were engaged in learning and enrichment. It was evident that the students felt very comfortable and at ease in the room, and I liked that when the class was gathered around the white board, not everyone was (or required to be) sitting in a chair. Some stood, some sat on the floor, some leaned on a table, but all were engaged. It was also evident that the students enjoyed what they were asked to do, as they stayed on task well and completed their assignments. I thought having students work in pairs with a board between them (giving them a hard surface on which to write) was refreshing, as it allowed for a desk to be created almost anywhere in the room. I also noted that Melissa moved about the room readily and often got down on the level of the students to work with them individually as needed.

There is no doubt in my mind that significant reinforcement, enrichment and fun occurs in Melissas classroom. If I were enrolled in this summer program, I would love going to the Joy of Cooking each day. It was my pleasure to observe this young woman in her element. I am truly grateful to have had the chance to see my colleague from this perspective.

LITTLE, L. CLASSROOM OBSERVATION REPORT

REFERENCES

Danielson, Charlotte. Enhancing professional practice: a framework for teaching. 2nd ed. Alexandria,

Va.: Association for Supervision and Curriculum Development, 2007.