M UNIVERSITY PERTH, WESTERN AUSTRALIA Observation Sheet ~ Questioning (Please complete this form for both primary and secondary professional experiences and place in your Portfolio) Graduate Standards - AITSL Professional Knowledg Professional Practice: 4. Know students and how they learn 2. Plan and implement effective teaching and learning Question Type Do outeel yourquestons | VST. WOUGIE ROR AY, TMENOH WAKE, Sha were clearly structured and Wan end War WY DHAKA WHS QUALG readily understood by the prea Paes Wagon. VPS Thar We SKQAND OF wang, Vascad, Wy QROOWAS WEL cal J Ma. Quand QW MNAT VaOS WUNOLUD) WL PCE PPE EHH (A Musee TET TNUNE ENUM lbaesaee ee WO LOE th HASTA VMOU & Gor at | question types? SET ROGAS QALSAGHD 4 CHLEHACQL HASTAC, | FAL CABAS HHS QU EATY WOLD}, Quastvonntyd, WTALD & ORAL, Hh BNL, Q Questor, tsi tei tae gach WAWOLANCLS DUNN UNLOAD Qaaseety, Ayo ys that | between the various questions | “WW. OASTANL DUNG aSKAd NOS @VLAHET Te pL types? ANOAMHE ARAL, ALE KORY gHarseruns” Lased Quawalyy oF Me Dganung ALAM. | DUANE YL WVORLG GH a Gage OD WHE J aah AMONG, FO NL ULSMONL J eROKMOL AA LE EgHORRE & VALS HecaUde fF [Breve HOG b WWoNd WLS He QTM HOMME, WAL NOK, nd WO) WAG | | Consider both why and when you made use of the different question types? Murdoch University arDistributing and Dit Did you recognise any pattern “in the distribution of your ‘questions amongst the students? Consider reasons for this pattern? “ow have you drectes questions to the group? Have you used “wait” time? Did you make eye contact with the group as you directed your questions? How do you deal with correct responses? Do you qualify any praise given? How do you deal with incorrect responses? How do you deal with students who stumble and What use do you make of the student's responses to develop the teaching point? Have you redirected any questions in ‘order to add to an inital response? Reactions to Student's Responses rope for an answer? (WV RAOAHTR HH RACAATS SHAH NN A GRAS ‘ing Questions WL FORA WEE VAR Haan, AUK, AA 1p WHA HL LRH, AAMNTH MOA, WOSA URL AIASTANHD. TG ANA WL Ty Woon), WAY HN, AROMAT UMMA VOR Keanu W WIM Gig Bue SHY WWW, 0, ys d Vasc, quastsans tetardd THe Class Laranngt M\nghe’ TRON “POAT SHAN, deh Ceusatrnl Gnd STGUNTS shan’ AA HIE GHANA FOCTAIC FGA, WHY LACH 89,9, Hho, FORMAG BH9AUC AD TOR QIAN, a AU ALO SAMS KHOR FOYE grocasad, NAT Ny A XOIE WSS NOAT RUE VL Caan gAaeR UL Ln Ni AALALOD - . AS LARK THLE Cont SD GVAT TAL TEASE NHL QSEANG, OLSTAUTE ASMA THE WU CHAO 1 es ARBHKNG WWANGA UHL ASHES - ALAM WAND GREAT GAVEL, LAGI QU BOT HLMSE HY OHA, CUAT SHON Wy, Sypnd yo! or gag) © Mio Geiet way Gwe. VVOMAG WE A SMALE WHEL A THLD HAL OEE OHH MOQH VAGUE WO UY BLL Gere LO Gh oid Saad WH OAL DHL Qateonh wee | WMS WAGE LUM HE SoWIAMTD WOOLEN DALAM RBWBA. WR SHAT SLAM TE QBOMRLE Wo, VR, HAY WYBHBWA WMH WA [AGTH WH GOLGG WAS WY 28Murdoch UniversityAW. Woe TRAHMIS Quy MAAATS WE WY Are you the only evaluator of zl the student's answers? DAW Qaida, We & DAALATS GM Odo WAL GRU ALATA UH HORE WH WG OOK Hon . Overall Comments Murdoch UniversityObservation Sheet ~ Management (Please complete this form for both primary and secondary professional experiences and place in your & portfolio) Graduate Standards — AITSL. Professional Practice: 1. Create and maintain supportive and safe learning environments 2. Planning for Effective Management AA WW SULA ANE BHAD SHLD Was your lesson plan effesive ae J WYK mh HATA MAE MOAN GHYLL for managing the class? FOr WE WAL Has. HSCWANG) WsagnrQd | WDOAROUNEAY OG The AGS, Vasa ox What “e.g. How did the students WHS VSL HEHE CLOG WOH Fee | NOY WARN YOUN freee ae BA WEBLOGS AE HEY \ |and to your planned activities? HUET, WAL V QOH WWE HOGA WUT | I WHY WWW VE W BANU GE | Proce na unexpected AW. SMAADND VACUA HAL VE WEA, WASKNS OG. _wHyW Wd UKE WASH QA WYAOM, K Did you provide a varietyof | WAN WWebAhs. WL SHRWATS Wath Oyo’ | activities? Saath! WANS EM LOW WAS OW KAO)L 16 Hy y ARB, QUALLS Us o we tisfied with ‘ i 7 ce mae ; iui weceauan esr ue en A WOODY SHHPLOS Ve WAAVH WOOL Aaagund) ; ‘of the lesson? ARID KY WAT TOY VAR QOVERQAL) Qods LY Oy Awan QONG, COAT, LAH CUIAKe\e Anh LRRD WOW ‘ i J aaty SOSH WALLA, WAG _AHG G HODGE A AGL NCA WEA BESUSTNEA MON, VR, WEL CARSEASAAD. GURL SACL) Oh Did you feel you were able to change things if needed? Were you aware of classroom procedures and school Ogun! BAA TEINE gah Oh. NK * AAR AW disciplinary policy? How WLIW HAV UN, WO AHS |] MHHMAVHYS WL much did you know about your | Wong, GOK KU AMET WEG WASLENWNUYS owt! students? AWA Wo OMAN, Hy WAY, | How did your mentor teacher | WW) (AN VUSOXUN soonnverned 6. sake, Wn gy | maintain a safe learning LON WOORRAT, HMTUAMH, ALMA, VA GAMIALTES U environment? QUAL WOOL do WON Wut, WU wy SOUL TRL DIN EAL BHAGHY HWS HOWELL | | What strategies did your as . observe your mentor teacher | VASTAKLONUE : . Gata using to maintain this? V gonrend aah massed MGAAGES WH MWHNHY, Hy | | { LS AG ADH UA, HATHA LOAAG, WHO idehs Vays unre We. 30Murdoch UniversityMaintaining a Positive Attitude in the Classroom How did you demonstrate to the students that you valued them, and enjoyed learning? e.g. Tone of voice, facial expression, sense of humour, introduction to students and topic. Which aspects of your teaching style do you feel helped you maintain class attention? e.g. Variety of activities, class oF group discussion, pace of lesson, interest at class level. Did the students know what was expected of them? | Were you able to redirect, ‘energies of attention seeking students? Did the students have enough | to do? SRMNACOTIONLA, HOT LK quand, the stAdants N) MORN ANA [worn aXeOwsgne FO MA STydUas Led facia angss\uts WES MG) 6 LWNIE VER GE WL, le aAAdUNG V4) % SOS Mang TWAS TWEED Trcaugh a4 | WAMOMDLS TAMNORUUL OO GAME, toed i stay Bay, HOM HL vAUNTS WONG yur | WES WE AML WALL PoLBOrttOn A NE OS suas gut) Astrociad, wy MLAS KGa LARA Chal gheap AWWNWND Ag | G9 es Has aturdiel | WH WCET, WSEAS MYL AS Youbor vidas SHA NANAK Lonrte tay a VANE yy VOR NUM RYT KALLE a th, SHAY MAYAN, Sy NCAA TOM | | HA DUAN, KAUN SQ Iw if a ane | SSS GRRE ASAI AS Nas, Shuck a, Baa atu SNGMIS, Jeanne, CGE Cauvdants Waal We Ey ‘ha Yah SHAWNA HL WL, UH TE HL GOON AAL to nuud AWOL GE MEH OV We Save SHAMS 1 AMAL HS TOL MAGA WONT Se 40. “vay NCG wW ‘Murdoch University ByDealing with Minor Misbehaviour | Were you aware of what was happening in all parts of the classroom? Did you know what each student was doing? Did you take any action when you observed poor behaviour? Why? Why not? Did you use non-verbal cues? ‘2.9, Contact, pause, gesture, movement toward students concerned. Overall Comments WOTTON SANS WNW WHA UF TAL WAN WS AWA TERT BN NYLON, SN} LWW WS Wand MA} AHAQKGHY WAN Shieh I WOW WALD BS. WHOA WO, & WSS a | WOW ww AUG WO MA SDIRAE HON Nt, Hoy, WACHNg Lesh WEE VY, & YW, BAW DashygLNCg whus WO AAE GN, HASHWOVE KEL HaSAG WHE S Ay WW Warn Sate), Aisa HG HAT VEAL Gd sikh as. Gouasiryg AL Bags WOOT POYNG | Manon. § Eshadnry y ANN WARN qoayng, ONUUALVOD PROWL 1AISL IY vid WA SU ASS TLV NUR @ OC ‘32Murdoch UniversitySchools as text ~ looking at the whole school Describe the school in terms of its demographics, appearance and resources (be general here and do not name the school) WW. WOU Vane gan DG URN) SOND TROY Ha | HALE WRQQL NA SONS DA ORQLELQHOL ETAL YONG WH AW), CLAD, WBN \ Vasa Wo XIN, LAAUVOATNALANY, Ryn AQRAMORLS WHE A yp Wat HONG, wds|-WTY LE Vw vay Hervnology) wonsed ‘What were the roles and responsibilities of the teaching staff you observed? WD HAG LSPONSVEMULLLS oF a TECHN) SKAKE 1S AUC UL-OPLALNG, WALT VAAL Had B MOAKUMAL WAN TWeads VAL Cmidrds ‘ow alsg| AW MAW TUL TW OMe GAZ Ed WL MUHUAEAL WO WE UMMA eS ) svat Vw W PAQAY Fat gsowlsy Lasso Plog AWWAUOADY PUALATS9 WEWTS» | KH Haas Why LORL NOH Madanl AHN HOY, LOL SLEYYTINY) PAQHUOS, WONOUEERR GAARA GM AaEds TO WAQeMAhal WBS WHA WAG MOL, 095 Murdoch UniversityWhat did you observe non-teaching staff doing to support teaching and learning in the school? \ qos TOO LRACKAKG, NOK, vingluah RNDEONLLONABE FREE dannatlo, (ASS AHA WOOAL (EO LAINIE. 3% phen PARung, WA WHETS | Wr J LALA Wath. Hw WY WHADAWAHLAT HoMwAd and HL WRAY Sally. Ww BACAR) AEgT HGAAIY ass Sule ANUS ‘34Murdoch UniversityStudents ‘You will have observed the diverse nature of your classes. How was this diversity supported? WAS UREN Oy I nad dung, eh GHANA, KIN Loan, SOD ens. teats eboord NGSNME Hy MUR HRA MnARTREd, NOAA SHS HEL OY HONE Ug ho BOL WL QUE Grae QMO UA, Wong A LY AWOL WAGONS WOON GALAAR URL, WORSE GW LNAK GAL HOS a. GaN bo QLAtl RANE NSW SIDA. WEL WW WH QSGRIUAE AL PUNKeE FLagaLy BSA AWS WU EOALAKS HOT SOUL WHA WUE SHOWERS, 90 WL GOH POA HO LANG, Wang AWW BRANT ERAT OU any et, \ooqst K AXGOKLGLRUIE eto TAKUNIQUL Wal] ANUTOL MAL Had & LoL of Then Rear -Snard] WH ENSUGYLT HO WYER A AMON. ° ‘Murdoch University 35Function of Schools Did you observe the connection of your schools with the broader community? How did this happen? school is? Reflection ~ think about your experiences during the week and describe how your previous experiences have informed your view of teachers and schools. Has anything changed? What do you think the function of Neo VO Aa oad Vues Voemard Wed a Al K RAAIAMHTEBY GOMHALGHGHL NHL LOL CAEN AW. Ws Qoar SHAD WODL 6. COLE WL DQM, PONT s [onwais ‘ay MOKLG, BARSKY GREY TH DL NOR GOOG WAL GLAhIC, WOQWHINY QUGETS GAL GOT KOHN, aaah eg BOS. HOTEL CAOMET AK LAWN ONE LAL AXOMARA CARURONDNAY, US TRL AMWUMIRTNS “atl b [wore sataus WEA VAIL gg 6 LFS A OAIAL BOL ANCE AEG SEU LORY BAK, Si SOR 9 Ow SANS WOH ANNUM ML Wy WoAtutid - WAG “VAN ws aq Saath QOD EAB OQ GANAS Cogn, SOU SOA LITAOHONL ERHUAL THONGS QOALEILS Laqamens OHO OL SOOT, ANG. WAY VAL SAKE FHODHAS NEL GWG that YON NRON) HHL OAK OE KWH GAG. Gus. GORD YH Ney v Wr, WRLVAG, GOAL OS A TOAAADY \ batt Ane pr Mans We FAWONHE CF BART BARAT GHB LUE HULU WM | WAS AQAA. QU UAL CAO TAGNAAY S WA WT WY “ORDA PEK WEL. ‘36Murdoch University