Observation #1: January 23rd

SWBAT:
Show their understanding of a grade level text by answering comprehension questions and answer 8
follow up questions related to the text, using the text to support their answers

Ms. Thomas had a group of 8 students to review a text pulled from the Smarter Balanced Assessment.
TPE 1: Engaging and Supporting All Students in Learning
Ms. T had students around a table and began reviewing the lesson with them. This group had students of a
higher reading level and they were focused and attentive. She asked direct questions of students, had
students read to one another and ask questions of one another. ​I’m amazed at how much of a different it
makes to think about the questions I want to ask the students.
She made sure that all were participating by moving around the table and the use of physical contact
(shoulder touch). Ms. T asked students to use signals to answer questions. ​Proximity is one of my
favorite ways to get students to focus back.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

Students were organized with supplies and documents ready for use. One student asked why the story was
titled the way it was. Instead of answering the question directly, Ms. T asked the group for their ideas.
This was an opportunity for students to demonstrate their thinking and in a way, an assessment strategy.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

Ms. T was clear with her instructions. She questioned students about words that were used in the text.
Once students answered questions, she asked them to explain their thinking about why they answered the
way they did.

TPE 4: Planning Instruction and Designing Learning Experience for All Students
This lesson was designed as a review for the Smarter Balanced Assessment. It was a simple paper/pencil
lesson. (Ms. T had markers for student use as well). The lesson was designed with student needs in mind.
Ms. T’s plan indicated that accomodations were addressed in her thinking before the lesson. It was a
homogenous group. ​We wanted the students to become familiar with the passage/types of questions they
will be asked before they involve the computer. I’m hoping that this method will prepare them for the real
test.

TPE 5: Assessing Student Learning

Ms. Thomas was attentive to students as they worked, monitoring their answers and checking for
understanding. Ms. T was able to assess students reading ability and comprehension as they read aloud to
partners and asked partners the assigned questions.

TPE 6: Developing as a Professional Educator

In our conference, Ms. T mentioned that she had some students in the class who were pushing the limits
with her. She said she was looking forward to working on some behavior issues and practicing some
classroom management strategies.
Commendations/Recommendations:
A great first observation Amanda. I apologize for being late and not seeing the beginning of the small
group. As I arrived, things were in order, students on task and you looked and acted confidently. I loved
having the plans available for me. ​Thank you for coming! I’m glad you got to see some of the students in
my class. I look forward to learning more from you as the semester goes on!

Observation #7: March 8th

SWBAT​: solve a division problem by finding an unknown factor and the area and perimeter of a
rectangle with whole number side lengths.

TPE 1: Engaging and Support All Students in Learning

Students are given points on the Dojo by the CT as Ms. T begins to transition to the math lesson.
Ms. T sits at the front of the classroom so she can use the document camera and complete the work
needed. Ms. T asks for students to raise their hand to answer, she gets about 8 hands.
At one point, Ms. T stands at the front for quite awhile and waits for student attention. She calls student
names and says she is waiting for attention. Utilizing a stronger voice would have saved you time and
effort here. ​Thank you for saying that. I’m trying to figure out what my teacher voice is and when I need
to use it.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

She asks student to discuss with their table how they can solve the problem listed on the board. When
students reported out on their table discussion, she asked students why they came to the decision they did.
Ms. T moves from the front of the room to move through the tables. Ms. T employs wait time with her
hand in the air to gain student attention. Students at the back two tables are playing with the pencil
sharpeners. ​I am struggling with the idea to tell students to stop fidgeting with something in their hands. I
know how beneficial it can be for some students to have something in their hands as it helps them focus.
Any suggestions on how I can ensure that students are paying attention instead of being distracted?
As students are reading a problem, Ms. T walks through the tables to see how students are doing.
At about 25 min into the lesson, Ms. T uses the Dojo to give a point. The room is immediately more
productive and focused. ​I need to use this more. It’s amazing how well it works to get them back on track.

TPE 3: Understanding and Organizing Subject Matter for Student Learning

She begins the lesson by modeling the strategy for solving the problem on the doc cam.
She has students solve another problem by talking with their table group. She adjusted the lesson so that
students were clearer about the task for them to work on. This was effective instruction here. They were
familiar with the perimeter and area concept. There were some confusions about the next section but Ms.
T adjusted her lesson and reviewed what they had difficulty with. (we later talked about the lines on the
paper and which ones to count)

TPE 4: Planning Instruction and Designing Learning Experience for All Students
The lesson is planned and has strategic steps for student learning. Number 4 on the paper they were to
complete causes some difficulty. The students were to count how many hops there were. (I may have this
wrong here.) But there were 4 lines between each hop but the answer was 3. How could this be more
clearly explained to students? Ms. T acknowledged that she found this to be challenging and we discussed
during conference. Sometimes the simple things (or they appear to be simple) can pose difficulty. ​I’m
glad we got to talk about it on the phone. It caught me off guard that it was a challenge, but sometimes
that happens.

TPE 5: Assessing Student Learning

Students are asked verbal questions and also have a paper to complete. She uses formative assessments
during this lesson to determine student understanding.

TPE 6: Developing as a Professional Educator

Ms. T was open and accepting during the conference. She acknowledged that it has been a difficult few
days with threat of rain (school closure due to flood danger) and student behavior based on the irregularity
of school recently.

Commendations and Recommendations:

It appeared to me that there was some fatigue in the room. Perhaps from you and from students. The last
few weeks have been trying and have stretched professionals and students. I am hopeful the next few
weeks will allow people to relax and become more normalized in their day to day activities.

Students at the far table, closest to the door and to the oreo opinion writing chart are seldom called upon
in the lesson. (​Blue 2 table​) I think this also happened in another lesson. How can you make sure that all
students are called upon or at least each table? When students are asked to raise hands to answer, you only
get a few hands up, let’s get at least half of the class raising their hands to answer. ​Thank you for pointing
this out. I appreciate the comments you make because it’s things that are really important but often get
overlooked when I’m teaching. I will pay more attention to this this coming week!