Activity: Observe and critique a teacher, focusing on the climate and expectations in the

classroom.
Description: I observed a third grade teacher, focusing on the climate and expectations
she had set in her classroom. She does have teaching experience, but is new to our
school. I observed briefly during two different subjects (Math and Reading). I then gave
her feedback based on what I had observed.
What went well?
During the observation, I noted the strengths that I saw in her teaching, as well as how
students responded to her and each other. I also noted a few things that I saw that could
easily be changed in order to create a more flexible and engaging learning environment,
for all students. After the school day, I met with the teacher to discuss my observations.
She agreed with the things that I had observed and asked for strategies to help improve
those weaknesses. The following day, I sent her an email with details of the observation,
her strengths and weaknesses, as well as new strategies that she could implement.
What did not go well?
The teacher was never really given the opportunity to express her thoughts about her
strengths and/or weaknesses. I simply went in, observed, and told her what I saw.
After the observation and conference, I never returned to her room. I feel like she would
have appreciated my help more, if I had follow up observations and conferences with her.
Instead, I briefly asked her in the hallway, how things were going. She did not really get a
chance to explain her teaching strategies or struggles, or even ask other questions.
Given the change to do it again, how would you do it better?
Looking back on the process, I would have liked to have a pre-conference with the
teacher. We could have discussed her plan, and she could have given me suggestions to
look for and help her with. From this point I would have had an idea of what she thought
her strengths and weaknesses were prior to observing in her classroom.

After observing I would have continued to follow up with her in more of a scheduled
manner, instead of simple hallway conversations. I feel like I could have been of more
help this way.
This is the document that I sent to her in an email:
When I made my first visit (8:20-9:05), you were reviewing reading
information for students to take their reading and vocabulary
assessments. When you called students to the carpet, you counted
down. Students knew they needed to be in place by the end of the
countdown.
You reviewed vocabulary from the story. Students were sitting on the
carpet and as you asked questions about the vocabulary, students
would raise their hands to answer. You then moved into reviewing the
story, by asking questions and having students volunteer to answer.
Be very careful to make sure that ALL students are engaged. You may
want to think about reviewing in a game format, or ask a question and
have students discuss with a partner before answering aloud. For the
vocabulary review, you could give each group a word and have them
act out that word to show the definition.
You reviewed the types of sentences, reminding students of hand
motions you have taught earlier in the week. Good strategy! Students
then moved back to their desks and took the test.
When I visited the second time (10:35-11:05), you were beginning your
math lesson. You were doing the math spiral review. The questions
were on the overhead, and students were answering them on their
white boards. Think about giving students time to discuss their
strategies with their table or a partner before reviewing the answer to
the question.
You then moved into the number talk activity. Students were asked to
move to the carpet. You posed the problem, and gave students time to
think through the mental math. Be sure to give students time to share
their strategies with their knee partner. You then explained the Habits
of Mind and Interaction poster for the day. You may want to think
about asking students to show what it would look like and sound like
(create a public record of this). Be sure that students fully understand
that poster, and refer back to it during the lesson (I didnt see this
because I leftyou may already be doing it)! You posed the math
lesson problem and students moved back to their seats to work.

Areas of Strength:
You have set a very positive and respectful environment. The
students appear to really enjoy your class.
You used the countdown technique to give students ample time
to transition.
You reviewed test ideas before giving the test.
You reviewed the expectations for Private Reasoning Time before
allowing students to answer the # talk question (reminding them
of thumbs up).
Areas to Strengthen:
Continue to work on incorporating more talk moves in your
lessons. Students need to discuss ideas in Reading and
strategies in Math.
Remind students of expectations every time you transition to
something new (especially for now). Be sure to have everyones
attention first. You had quite a few students who were distracted
during your review lesson.
Try to make your reviews interactive.
Try to have all students sitting on the carpet or near it. I would
eliminate students sitting at desks or chairsthis will be easier
to keep everyone engaged.
Things to Remember:
1. You are doing a great job! Stay positive and consistent.
2. Try to eliminate distractions. If students become distracted and
begin asking irrelevant questions during an activity, dont give
into that distraction. Tell them that you can discuss it later, but
we need to focus right now.
3. Maybe think about giving Student A and Student B an
individualized behavior plan.