Classroom Observation

Name Mrs. Lehman Period/Class 1st

Date 10/20/16 -- Day 2 Observer Mr. Kramer

Standard 1 -- Enhance Academic Perf. Standard 2 -- Content Competency

Bell ringer activity on board; reviewed extra problem to
ensure students had basic competency prior to working
independently; helped individual students as needed,
recognized more students needed help than you could
provide individually, moved to board for group work on
Standard 3 -- Planning and Preparing for Inst.
problems;
Continued process of subtracting fractions with sticky notes
around room for individual work, body movement break;
Consisntent method of breaking down problems to utilize same process
each day; good balance and progression of easy to hard problems;
appears problems are well paced based on ability of majority of group;
students were able to do group work, but did they get to individual
mastery; easy transition from subtraction to addition;
Standard 4 -- Multiple Strategies for Mult. Learning Needs
Reminded students it's OK if another student did problem differently than
others; individual and group work as necessary to assist students to work
toward mastery; partner work to try addition problem together;

Standard 5 -- Variety of Methods to Monitor Lrn. Standard 6 -- Classroom Management

Can monitor students by who raises hand; can see Ask for student input on bell-ringer activity; allowed for hand-raising, but
whiteboards as they are working on problems; thumbs up also called on students that were not participating by name; redirect using
didn't give results necessary to move on, did another positive language; asked individual student to tell expectations back to
problem
NOTES (my to make sure students
thoughts, 'got or
questions, it'; suggestions
worked with partner you so
about things they could 'own' the expectations; 5-count to get students back on
I saw):
pair
Good with student
to see that had
C raising his prior
handbehavior
and giving issues
inputinthis
positive track; engaged
morning--more pause and look tothan
already redirect studentIsback
yesterday. that to paying attention from
typical?
tones and helpful attitude; spinning white board;
Would it be something to try to have a 'cheat sheet' of steps on a note card, or start a 'notes' book that has steps for different
types of problems that they could have open as they do work so they know what step is next?
This may help with engagement and independent work; sticky note is good idea, but maybe created worksheet
with steps listed out for first problems, then space for them to work on next problems, then they have reference
to go from and don't have to 'remember' steps.