Classroom Observation Template

Supervising Teacher:

Date:

Alex Gallagher

4/11/2016

Pre-service Teacher:

Class/Year Level:

Hunter Lloyd-Pugh

Focus for observation: (See Table 3 on Page 7 of this

APST descriptor/s: (See Table 3 on Page 7 of this

PP2 Information and Guidelines booklet)

PP2 Information and Guidelines booklet)

2.2. Timing and pacing of lesson delivery

2.2 Organise content into an effective learning and teaching

sequence

4.2 Use of instructions and organised routines to manage

transitions during whole sessions/half days.

4.2 Demonstrate the capacity to organise classroom activities and

provide clear directions

5.2 Use of feedback that corrects misconceptions or extends

students' understanding towards meeting the lesson goal.

5.2 Demonstrate an understanding of the purpose of providing

timely and appropriate feedback to students about their learning.

I saw.

I heard.

- Spelling books handed out by book monitors. Students

- Clear instructions for how to mark the spelling given.
setting up books as instructed.
- Clear, short behaviour expectations set for when students
- Clear instructions to swap books and mark words.
collected and had their brain break.
- Got all students attention before Brain Break.
- English earning intent explained and sequence of lesson
- English Learning intent/lesson sequence displayed on the
read from the board.
board. Task for todays lesson explained clearly with example - All students reading successfully in pairs and discussing
procedures displayed.
words with each other. Feedback/ideas given by you as you
- Students effectively paired up for buddy reading
circulated the room.
demonstrating a good understanding of abilities and
- Students giving a choice about behaviour, 'sit there without
behaviours.
talking or sit at your desk'
- Clear focus/purpose for reading given to students with
- All students involved in brainstorming words for the
example words written on the board.
procedure.
- Students on task, reading to each other and highlighting
- All students given a vote on which procedure to do.
words as instructed with a timer set as a reminder to keep
- Clear bookwork expectations set for when students returned
students on task.
to their desks.
- Clapping to gain students attention and students quietly
- Feedback given to students as you walked around the room
coming back to the carpet as instructed.
on the task.
for follow-up
and
reflection (I thought)
-Comments/questions
Students putting their hands
up to sharediscussion
ideas which
were
onyou
thetransitioned
board.
Iwritten
thought
the students well between all activities in the morning (from the time the students came in from
- Studentstoreturning
to their
completing
the task
assembly
when they
wentdesks
out forand
lunch).
Consistently
stating clear behaviour expectations before a task and you ensured
successfully
- differentiated
byby
having
different
writing
you
had all students
attention
clapping.
Using
the classroom behaviour chart was effective to reward students who followed
amounts expected
for different students.
instructions
promptly.
I thought the timing of all activities was effective and appropriate. Using the timer throughout the morning session ensured the
morning flowed smoothly, and that Spelling, Brainbreak and the English lesson could be completed in the time set.
I thought you had an excellent awareness of students who worked well together and their behaviours and paired them up for
reading effectively.
I thought you handled the students who didn't want to read and the students who were occasionally off task well by giving
them a choice about their behaviour.
ESCM evident - selective attending to students, descriptive encouraging, waiting and scanning etc.

CQUniversity

2016