Date: Day of the week Context (Subject, after lunch): Start time of observation: End time of observation: What is the teacher doing? What are the students doing? Questions, comments, queries, connections Introduction
Body
Conclusion
Summary of discussion with Mentor Teacher (Preservice teacher to notate)
Preservice teacher personal reflection.
Luke Francis Conroy 12/08/2014 Tuesday Digital Technologies, after recess 10:25am 11:25am fs * Introducing lesson structure. * Making links to past work. * Checking for understanding. * Handing out previous work to students, reminding them what they should be doing * Students nd a computer. * Student gather at front of class to get instruction and collect work. * Students are not particularly engaged or ready for class: talking, nudging, distracted. * Teacher moves around class helping with individual problems and checking for understanding. * On relevant questions, teacher engages whole class to emphasise. * Teacher facilitates technology, giving instruction as doing so. * Manages language and behaviour. * Students: engaged, need prompting or disengaged. Location above gym makes hard. * Trouble with technology or requiring teacher intervention stunts learning and engagement. * Student without IPad and Pencil sits without interest. * Discusses progress today and disappointment with interruptions. * Links to end goals and 'where to next'. * Outcomes reached are checked verbally and visually. End product to be assessed later * Students pack up their work, needing to be reminded to save. * Students save work, pack up, but leave chairs in middle of room. - Good to bring students over to the front of the class to gain their attention. There is a lot of energy in the room and this helps to settle it slightly. Students start off on task, but require prompting to continue. If something fails, often the reaction is to give up rather than search for a solution. Without teacher management this could prove very difcult where technology often needs xing. The hour lesson probably only has a life of maybe 40 minutes, by which time students can no longer concentrate. By the end of this lesson, students were swearing, pushing and getting off task. Some had nished the task, however most had given up. * Today's lesson was a fairly standard lesson. There was a bit of swearing, pushing and mucking around. But generally, students were on task. * Usually there are a few other boys in this class that require a bit more attention, however they were not here today which made things easy. * The length of this class and location is difcult, the boys are easily distracted. * The boys would not consider themselves 'artsy', are more inclined to complete tasks when they can see some relevance and tangible outcomes for them. I thought this class was quite rowdy compared to others I have been in, however this was not reected in the teacher's comments. There were quite a few students who were off task, some sat the whole lesson without achieving anything. It was really hard for the teacher to get around to all students, as each query required some use of software or a demonstration. It seemed to be the rowdy or loud students which got told off, while the ones who sat quietly achieving little slipped under the radar. If this was my own class, I would need to break tasks in to very small, achievable blocks which have tangible outcomes. I would need to able to the students interest and not make it too 'artsy'. I would also need to ensure that I managed the class adequately, ensuring I give attention to all students. Not just those on task, or loudly off task.