Sarah Smith

9/18/15
UTL640E, Haug
Observation 2
Observation 2: Your Cooperating Teacher in Action

Time
9:00

Picture day so mini lesson on stasis theory because didnt want

to get into the all of the classwork before had to break for picture
day
CT begins class informally with What do yall want to learn
about today?
o Short intro about how learning about rhetoric, and today
theyre going to do something short and interesting
o Enthusiastic about the lesson because she enjoys stasis
theory, and shes teaching it to them as something extra
that she thinks they should know/would find interesting
Very informal body language and student-oriented language,
tells personal anecdotes as examples within the lesson
Clear voice but not super loud, doesnt ever raise voice for
discipline or redirection
Tells students when something is more important, when its
better to take notes
Going through ppt so lesson is paced by the ppt, she stops and
gives opportunities for them to catch up with their notes, adds
enough extra info for each slide that students have enough time
to process the slide
Lesson isnt very learner-centered at first because its a lecture
off of a ppt but she does ask students questions and has them
contribute examples to her lecture, she has them make
connections with their real-life knowledge and stasis theory
knowledge
Teacher
Communication/Acti
on
Starts presenting
ppt and starts
talking

9:03

9:10

Makes joke/funny
story about stasis of
fact in stasis of
theory ppt
Gives students time

Observed Student
Behavior

My Comments/
Questions

Students have notes

out and start writing

There is an
established
routine in the
classroom
because she
doesnt have to
force them into
the lesson
Her personality
and personal

Students laugh and

offer their own
examples
Students stay quiet
and work

Sarah Smith
9/18/15
UTL640E, Haug
Observation 2
to complete notes
from slide
Walks around room
standing out picture
day cards
Monitors for phones
Do you need that
out right now? I
know you want to
give me a new
phone for a birthday
present but my
9:15
birthday was 3
months ago.

9:17

9:17

Pulls students back

in, adds extra
explanation to
overall info so far to
set students up to
keep moving, uses
some anecdotes
from earlier to move
onto stasis of
definition
After going over
stasis of definition
and value, asks
students what they
think the next slide
is going to be about
Goes onto give an
example about the
summer when
people were getting
high off bath salts,
and people were
arguing what to do
about punishing the
people who
committed crimes
while on bath salts
stasis of action

independently
Some students
check phones, but
put them away

Students look
engaged, ask
questions to make
sure they
understand, keep
making notes

Students offer up
suggestions, after a
few students one
student says she
thinks its going to
be what to do about
it (action)
Students relate well
to the bath salts
example, say Yeah
that was crazy!
They start to discuss
amongst themselves
what action should
have been taken
Grace puts phone
under desk

stories are
enough to
engage them
But you have to
know your
students for that
to work?
Especially easier
because AP?
Teacher is
definitely
enthusiastic
about the
subject and is
also visibly
excited about
getting her
students
interested, and
helping them
learn they
engage really
well with that
and ask a lot of
questions/offer
their own
examples, even
at the beginning
Not very learnercentered just
because its a
lecture but she
does a good job
of bringing
students into the
learning
Uses good
methods for
redirection
especially with
phones,
students will put

Sarah Smith
9/18/15
UTL640E, Haug
Observation 2

9:20

Grace, you gotta

put it [phone] away,
its driving me
crazy.
Continues personal
example of fighting
with parents (from
stasis of fact
section)

Teacher asks
students Why is
this important?

9:22

9:25

Takes break to go
over note taking,
and how they dont
have to write
everything down,
but they can use
the two-column
notes method
theyve learned
before in school
Asks students to do
example problems
puts a statement
on the ppt and
students have to
write down what
stasis they think it
is, do 5 examples
Asks students to

Students think its

funny that she was
grounded when she
was a kid, they are
actually interested in
figuring out what the
differences between
each level of stasis
theory are

their phones up
when she asks
them to put
them away
(usually with a
joke)

Relevant
examples work
well with her
class puts her
A few students offer
on the same
their thoughts, but
level with them,
they have difficultly
especially bath
articulating what
salts example
theyre thinking
How can you tell
about stasis theory
if an example
will work with
Students dont seem students? What
to be really
if they dont get
interested in
it?
changing their note
Why is this
taking style, but a
important?
few do make two
question is a
column charts on
great discussion
their paper and start starter because
to fill them out
some of the
students dont
understand the
Students write their
point of it
answers down, many teacher supplies
of them look back at some good real
their notes to figure
life examples for
out the answer, a
when knowing
few talk amongst
stasis might
themselves but most come in handy
pay attention to their its not just
work
academic!
Students follow
directions, only a
couple of students
dont get through all
examples or leave

Discussion on
note taking
while important
in the long run
doesnt really

Sarah Smith
9/18/15
UTL640E, Haug
Observation 2
finish answering
examples and get to
a stopping point so
they are ready to go
to picture day

some blank but most

students are quiet
and once they finish
their work they
fidget around and
stay quiet

affect students
not engaged at
all, and dont
change their
note taking
style, just keep
copying the
slides into their
two column
chart
Ends lesson
easily with
independent
work students
come to their
own stopping
point so a
transition isnt
really needed,
teacher can just
ask students to
move on to the
new thing
because they
are already
ready