DEPARTMENT OF TEACHI NG AND LEARNI NG

OFFI CE OF CLI NI CAL STUDI ES

SUPERVISORS VISITATION LOG

Student Teacher__Requia Harous___________ Date_______4/26/14_______________
School/Course _ALI/Level 6 Reading & Writing Time______9:00am-9:45am_________
Cooperating Teacher_Maxine Steinhaus______ Supervisors Name_Laura Grulich_____
Type/Topic of Lesson_Grammar Reading/Discussion Topical News Whole Class_X_ Small Group_X_ # of Students_6 Ss


Planning and Preparation
1. Pedagogical Content Knowledge
2. Knowledge of Content Standards
3. Long/Short Term Planning
4. Constraints on Teaching and Learning
5. Criteria and Standards
6. Feedback, Reflection and Use for Planning

Classroom and Environment
7. Student Teacher Interaction with Pupils
8. Classroom Interaction
9. Functioning of Learning Groups
10. Transitions
11. Materials and Supplies
12. Mutual Expectations
13. Awareness of Pupil Behavior
Instruction
14. Lesson Structure and Time Management
15. Clarity of Goals
16. Knowledge of Students: Pupils Skills,
Knowledge, Interests, Learning Styles
Instructional Needs
17. Student Teacher/Pupil Communications
18. Discussion Patterns

Professional Responsibilities
19. Relationships with Adults: Supervisor,
Cooperating Teacher, Other Student Teachers,
School Staff, & Parents/Guardians
20. Cultural Context of School and Community
21. Use in Future Teaching
1-3 Clear evidence of planning and preparation based on STs (Requias) Pre and Post Reflection, Lesson Plan
& materials provided in class. ST clearly understands the course content and student-centered approach and built
this lesson on course goals and objectives. ST noted in pre-reflection, Over the ten weeks of this internshipI have
worked closely with my cooperating teacher to get a better understanding of the direction she is following to achieve her
course goals It is important to understand your students and see what is working for them, and I hope to gain better skill
at this.
4. Constraints: Multi-cultural Intermediate English language class (Chinese, Korean, Arabic, Spanish and Russian
speakers); class & lesson length (55-60 minutes); class student-centered approach; STs internship role and being
observed; ST has taught prior lessons but is still nervous standing in front of the class.
6. Feedback, Reflection and Use for Planning: As I pointed out before the observation, Requias lesson plan was
well thought out with varied and engaging tasks/activities for Ss. but she needed more clarification of her Goals &
Objectives. She seemed to address the anticipated problems but may have not allowed enough time for Ss
questions, contributions or acknowledged them.
7-9 Classroom and Environment: Good environment with lesson activities that engaged Ss. Good use of texts
and related tasks and activities: Warm-Up-Ss seemed hesitant here but joined in for the Follow-Correcting
grammar. Later, Ss and ST were engaged in small group Task acting as reporters to tell other Ss about it
Interaction could have been better in the first two acitvities; considering the Ss level ST might have provided Ss
more opportunities to contribute. Discussion patterns between ST Ss, ST S, S S, S Ss
10. Transitions were somewhat abrupt but they did scaffold the lesson and learning.
11. Materials NY Times headlines worksheet & articles (3) for Ss to read and discern the 5 Ws.
12. Mutual expectations: ST met lessons communicative goals and its language objectives. Both ST and Ss, after
initially speaking to low, were encouraged by CT to speak out. Ss clearly engaged in Task small group activity,
expressing their prior knowledge according to their individual proficiency.
Instruction: 14. Instruction was good overall, but at the start ST seemed hesitant, speaking quickly with a low
voice, and not allowing Ss enough time and opportunity to respond. ST noted in Post-reflection, I made it a goal to
make sure that each of my students understood my directions or the topic we were discussing, and to make my students as
comfortable as possible. 15. Goals- As noted earlier, ST met communicative and content objectives.
Professional Responsibilities
Evidence: ST prepared and professional in appearance. ST appears to have good relationship with CT and the Ss.
The CT is clearly excited to be working with the ST. Requia is not only observant and appreciative of the
methodology, she has made it her own! I will miss her! She has been a tremendous asset to me and the students. ST can
relate to and Ss can relate to and perhaps look up to her as model of a non-native English language speaker who is
also an English language teacher.







Feedback, Reflection and Use for Planning:

ST (Requia) taught a focused, student-centered lesson, and selected varied activities and tasks to promote discussion, as well as Ss
comprehension and critical thinking about the texts grammar and content (using the 5W to share it to others). Although at first ST may have
spoken in a low voice which made it hard to hear her and the Ss responses, she later showed great interaction working with the three Ss small
groups.
Some suggestions for the small group Task might have been: to model the Task (to find the 5Ws) using the 1
st
paragraph of one of the texts; ask
the Ss pairs to read of the article each and then share with each other (jigsaw reading).

Instructions:
9:02am ST hands out worksheets for Warm-up ST explains the task and asks then to read the headlines
ST: So these are headlines from NY Times last week. What do you think the title/headline is about?
Most Ss are silent but one responds. MS: Obama
ST: So what happened?
MS continues with his answer.

Opportunities for Ss to practice: Since the first observation, ST shows improvement in asking Ss questions and engaging them in activity.
9:06am Warm-up Ss predict headlines.
ST to Ss: How do you say Del Blasio. Ss know
ST asks about paid intern.
MS: Most are unpaid.
ST: So what do you think this is about?
MS: He tried to punish the intern.

Classroom Management: After a hesitant start standing before the class, Requia showed enthusiasm and energy directing Ss through the
activities and tasks. Once Ss were in small group work she paid attention to the two small groups by bending over and crouching down to check
on their progress.
9:30am ST checks on Small groups progress
ST: Its been more than three years.
MS: They changed and now theyre gonna leave in 2015.
ST to MS (smiling): You know a lot.
MS: Because I studied law.

Overall a very good job Requia, you are connecting well with the students and providing numerous opportunities for learning. Your lessons
strengths included your selection of activities involving integrated skills and critical thinking. In time, with continued practice, youll build your
confidence and ease with being in front of the classroom.


So, your grade is an A.