Observation Guide

To pass EDUCA 1100, you must complete 20 observation hours in a public-school K-12 classroom. While observing, look for the following
indicators, provide examples, and reflect on your observations. You may not see all indicators throughout your observation time, and that’s okay. If
you do not observe these indicators directly, have a conversation with your cooperating teacher to understand more about the indicators you do not
observe. This document must be completed and submitted with your observation log.

Classroom Setting
Indicators Examples Reflection
Classroom Atmosphere The teacher made sure to build good rapport with her
Teacher-student interactions  Before class, the teacher interacted with the students and made them comfortable within her classroom.
student-student interactions students who arrived early and had While there where some students who weren't interested in
conversations with them, getting to know them the class and school in general, the majority of her students
more. were ready to learn and talk with the teacher.
 She played music before and as class started There was student who walked in looking a little down and
 She greeted every student individually by the teacher made sure to ask if they were alright, this builds a
name as they walked in stronger relationship with the student and makes them feel
 She started class with icebreakers the whole cared about.
class participated in and talked to each other
about. She then had a classroom
conversation about them.
 The students seemed very comfortable with
the teacher and has a good relationship with
them. They weren’t afraid to ask questions.
 Asked a student who looked sad if they were
doing alright
 Made sure to tell a student who arrived late
what they were doing in class
Classroom Procedures The students were given various recourses to help them stay
Groups, materials, supplies,  The teacher printed out worksheets for all the organized and excel in class. I think it is important to print
transitions, routines students. out worksheets and give other resources for children
 All the students were given iPads that were because some of them have trouble staying organized and
only used for reading or working on could fall behind, but giving them these resources and
worksheets help them stay organized and focus on what they
something for the class.
are doing in the class.
  The freshmen were given a graphic organizer
to fill out while reading the book and
listening to the audiobook.
Classroom Behavior The teacher did her best to make sure everyone was paying
Expectations, rules, monitoring,  No phones allowed, there was a phone bin for attention and staying engaged. When she asked questions, if
response kids who wouldn’t put it away there were kids who hadn’t been responding she would make
 Made sure all kids were participating in sure to ask them their thoughts but didn’t pressure them to
some way answer. She reminded students to keep paying attention and
 A student fell asleep and the teacher did not made sure to let them know when they weren’t. She always
get angry, she approached them silently after reminded respectful to the students and didn’t yell at them,
walking around the classroom and gently which I think is important to encourage students to follow
woke them up. rules while feeling comfortable in the classroom.
 Some of the freshmen started putting their
heads down and the teacher had to ask the
whole class to keep their heads up so they
can pay attention to the book.
Classroom Layout The teacher I was observing taught in two different
Arrangement of furniture,  The teacher I was observing did not have her classrooms due to not having her own so the decorations and
resources for student use, own classroom, she taught in two different the arrangement of everything was something she could
technology integration classrooms. control. All the desks in the classrooms had to be lined up in
 In the first classroom because of the large rows even though the teacher I observed preferred they were
number of kids (39) there were a lot of desks in table groups so it was easier for them to do group
line up in rows throughout the rooms all conversations in the class.
facing a projector that showed the lesson. All the students in the school were given an ipad for their
 Each kid had an ipad to look at lessons and classes, they used it for reading, worksheets, and other
read and work on things like google docs. things. This is convenient for both the teacher and the
 She said she prefers having tables in groups, student.
but they have to be in rows because of covid
 The second classroom the teacher taught in
was also tables in rows facing a projector
that followed the lesson. The freshmen had a
seating arrangement while the juniors did
not.

Teaching
Indicators Examples Reflection
Communication She made her expectations of the students clear and
Learning outcomes,  The kids started packing their things before the informed them when they were not meeting them. Making
expectations, directions, bell and before the lesson ended and the teacher sure your expectations for students is clear and explaining
explanation of content, use of clearly communicated that she did not like that, how they are or aren’t meeting them is good way for the
vocabulary and the class went until the bell. students to learn what is expected of them in class.
 Had the projector show what they were I think it was great how she took the time to explain the
doing for the class period and what to expect. characters in the book due to the confusion, clarity
 The students were confused about all the encourages the student to stay invested in the book instead
characters in the book, so the teacher spent of giving up because they don’t understand.
the beginning of class explaining the
characters and making it clear for the
students. She wrote all the characters on the
white board and put their defining
characteristics and connection to the plot.
Questioning and Discussion When watching the class, I noticed how it was a smooth and
Bloom’s taxonomy, pedagogical  They were very early on in the book, so she was gradual transition up blooms taxonomy to smoothly
cycle, wait time focusing on everyone understanding what was integrate the students into deeper thinking about the book.
going on in the book and provided many First the teacher just wanted them to read and understand
resources to do so. the book, then she had them analyze, and then she wants
 There was also some analyzing by having them to create and essay to show understanding.
them annotate the book.
Student Participation The teacher tried to get everyone to participate in some way,
Techniques  Tried to get everyone to participate and share whether it was responding to questions in class or
How are they participating? answers to things. Those who wanted to speak annotating their book, she made sure they were paying
What is required of them? raised their hands and those who were not attention and they were all participating in the
speaking she try to get to participate by asking understanding of the book.
them directly.
 Paused the reading to ask them important
questions about the book and had them
write down their answers.
Differentiated Instruction I think it is a great idea to have multiple different supports to
Student interests, culture,  To accommodate different learning styles, the help with the different learning styles of the students. Audio
incorporated into activities and teacher had many different supports and books and graphic novels are a great way to help students
assignments; examples of resources for the book they were reading such who may have trouble with reading, visualize and
multiple intelligences/ learning as a graphic novel version, an audiobook, and understand the story.
styles reading it together in class. She treated all the students equally no matter their learning
 For the two Junior English classes one of style or difficulty of class they were in and did her best to
them was a class for children who needed make sure every student was able to understand the content.
more learning support, she taught the same
as the previous class but provided extra
support and made their assignments a little
 less demanding.
Grouping of Students She had the students communicate with each other through
Whole class, small groups, pairs,  The first two classes had icebreaker questions small groups. This makes the students get to know their
individuals that she had kids group up and answer the classmates and ultimately will help them feel more
questions and discuss with each other comfortable in the class. When is a student is comfortable in
 The rest of the first two classes I observed the class, they are more likely to learn better.
were whole class/individual learning due to
them spending the class period reading
through the book.
Pacing The teacher made sure to leave extra time during lessons in
Gaining attention, transitions,  She made sure the audio book and the pages case of technical difficulties. During one of the times I was
reflection, closure, wait time they were reading lined up with the class time there, there was technical difficulties and they were still able
and that they were able to get through to get through the days lesson. It’s important to make sure to
everything the teacher wanted, even though plan your lessons with the possibility of something
there were technical difficulties. unexpected like technical difficulties or a drill, so you are able
to make sure the students learn everything you want them
too in the class period.

Lesson Planning
Indicators Examples Reflection
Student Background For freshman she wants them to grasp analyzing She made sure to have a clear understanding of what skills
Concepts, skills, prerequisites, books. The concept for juniors is American dream, and concepts she wanted her students to have with the book
student abilities, learning styles, for freshman, privilege and perspective and they were reading and based her lesson plans around those.
level of need knowledge on the law system Being prepared is important and making sure you also have
an understanding of what you want your students to know is
crucial for their success so they can be guided and taught
properly.

Learning Outcomes All comes from common core standards. For The teacher made sure to be prepared with what she wanted
Linked to standards within and freshman English for example the objective is “I can her students to learn and understand. She told them what the
outside of discipline analyze how a piece of evidence impacted Tom goal was and made classes about getting towards those
Robinsons trial. For juniors it was “I can read and objectives. They were small steps at a time which is good as
understand chapter 3 of the great Gatsby” to not overwhelm the students.
Learning Activities Having an audiobook and a graphic novel is a great way to
Design, enhancement of student  For the book they were reading she also had a include all the students in the learning. Traditional reading is
learning, challenging, graphic novel version of it to show during class not for everyone and it can be unfair how it is pushed on to
multicultural, supportive of to help those who have trouble visualizing students who have trouble with it. So, providing these
group learning, supportive of  She also had an audiobook for children to supports help those students understand the material and
diverse student population listen to as they read. makes them feel included.

Assessment I think it is important to be honest with your students,

Formative, summative, aligned  A student asked what the assessment on the especially when it comes to assessments. Even if you don’t
to learning outcomes that drive book they were reading was going to be like know what an assessment is going to be like yet, being honest
planning and instruction (multiple choice, essay, etc.) and the teacher with the students reassures them that you will tell them
was honest in saying she didn’t know yet and when you know and you care about preparing them for a test.
that her and all the other English teachers were
discussing what it would be and that she would
tell them as soon as she knew.

Assessment
Indicators Examples Reflection
Expectations The expectations for the assessment in freshman I think it is great that the teacher both verbally tells the
Criteria, how is it English is able to analyze the book and write about it students about the assessment but also a sheet is given to
communicated to students? by using quotes. It is communicated with them them so they are properly informed and can be confident
verbally and in the format of a sheet given out to about what the test is on.
them

Monitoring student learning With formative assessments they are done online The students were not good at self-monitoring, especially
How does the teacher monitor and the teacher can monitor what the students are when it came to technology, so the teacher being able to see
student learning? How do doing on their iPads. Summative assessments such what they were doing encouraged them to follow the rules
students self-monitor? as essays are done on google docs that are shared and do what they were supposed to.
with the teacher so she can see their progress.
Feedback Usually written feedback on essays. Takes about two Written feedback is a great way to help students improve and
Timely, substantive, weeks. help them understand what they did or got wrong, especially
constructive, teacher proximity, for a class where you have to write things like essays.
guidance, reflection

Classroom Layout The layout cannot be changed because of covid, all Despite the fact that the classroom layout was uncontrollable
Arrangement of furniture, desks are separated and lined up in rows. at the time, I believe that was a good layout for test so
resources for student use, students aren’t able to cheat off each other or talk to each
technology integration other.

Assessment Style Almost every day is formative and summative is One or two summative assessments per unit I think is great.
Formative, summative given once or twice every unit (that can range from Having it be formative everyday helps prepare them for the
1-2 months) summative that comes up in the unit.

Grading Rubrics are used, they are aligned with common Rubrics are a good way for students to know what the
Traditional, standards-based core. All the teachers that are taking the same class expectations of an assignment are and give them clear
have the same rubric for their students. understanding on what they need to study on.