Elementary Education Formal Observation Form

Junior/Senior Intern

Student: Casey Bohnenblusch Observer: Justin Johnson Grade: Kindergarten

Date: 11/13/17 Time: 11:15 Subject: Social Studies

1. Classroom Climate/Culture - Student Behavior

YES NO
Intern communicates and maintains standards for appropriate classroom behavior.
Intern anticipates and acts on potential classroom disruptions.
Intern maintains positive classroom climate.
Intern responds to student behaviors appropriately.
Comments: Casey set appropriate behavior expectations during this lesson. She spoke with students in a positive manner
and reminded them to raise their hands when they wanted to answer. She addressed a disruptive student the first time they
called out, instead of waiting. She gently reminded them more than one time to raise their hands and not call out. She also
tried a new strategy of doing a thumb up on the knee when the students had an answer. This allowed different students to
answer that dont always raise their hands.

2. Instruction - Instructional Time

Intern has materials, supplies, and equipment ready at the start of the lesson or activity.
Intern gets class started quickly.
Intern uses available time for learning and keeps students on task.
Comments: Casey had all materials ready for the lesson. It would have been helpful to set up the computer ahead of time
with the website video and ladybug projector. Casey did an excellent job keeping the lesson moving and used her
instructional time well. While this lesson contained multiple transitions and different learning styles, it went smoothly and did
not waste time.

3. Instruction - Instructional Planning and Presentation

Intern establishes links with prior learning and experiences.
Intern arranges learning activities to support standards.
Intern appropriately uses a variety of teaching styles.
Comments: Casey started the lesson by connecting to the question at the end of morning message What are some
needs? She continued to make connections during the lesson by referencing our study-guided trip to collect non-perishable
foods for the Backpack Buddies program to help students that have food needs at home. This lesson incorporated visual,
auditory, and kinesthetic learning styles and the students remained engaged throughout.

4. Instruction - Instructional Monitoring

Intern circulates to check performance and monitor progress.
Intern varies level of questioning.
Intern ensures that all students have the opportunity to participate.
Comments: Casey did a good job checking in and conference with students when it was time for them to independently
work and when they were practicing their pantomimes. She also asked a variety of questions at different levels and clarified
questions and responses for students if there were misunderstandings. She made sure all students had a chance to
participate, but could have used a different strategy to make sure students that do not raise their hands had a chance to
share. Casey also made sure to catch up students that were out of the room when they returned to class.
 5. Impact on Student Learning - Facilitating Instruction
Intern establishes clear outcomes for learning.
Intern communicates learning outcomes to students.
Intern adjusts lesson based on student responses/ongoing assessment.
Intern connects learning outcomes to the NCSCOS.
Comments: Casey did a good job stating the purpose of the lesson and what was being discussed throughout. She made
good connections to other experiences and clearly connected her lesson plan to the NCSCOS.

6. Evaluation/Assessment - Instructional Feedback

Intern provides feedback on the correctness or incorrectness of in-class work to encourage student growth.
Intern affirms correct oral responses appropriately and moves on.
Intern provides sustaining feedback after an incorrect response by probing, repeating the question, giving a clue,
or allowing more time.
Comments: Casey did a good job addressing student responses and appropriately handled any misunderstandings. She
also gave students more time by saying Ill come back to you. Casey also changed the wording of some of her
questions to make her point more clear.
Strengths: Areas on which to focus:
Connecting to other experiences Stating purpose of lesson using standard or I
Addressing disruptive students immediately Can statement.
Questioned misunderstanding Transitioning back to classroom teacher or TA
Varying questions Instructions for collecting student samples
Using thumb up strategy to select students Stronger closing of lesson- refer back to standard
Having books marked ahead of time or I Can statement.
Modeling drawing and stretching out word
phonetically
Circulating and conferencing
Kept lesson moving
Smooth transitions

Having smaller (needs group) and having wants

group listen

Were the learning outcomes for the students met? YES NO

Did the interns/student teachers classroom management support the learning outcomes?
Yes. Caseys classroom management was much better in this lesson and I think all students came away with a better
understanding of needs and wants.
Was the Teaching Behavior Focus goal achieved?
Yes. Student practice vs. direct instruction. Students had multiple opportunities to practice their understanding of needs and
wants through the sort, drawing, writing, and pantomime.
Student Intern Signature:______________________________________ Date:______________

Mentor Teacher Signature:___________________________________ Date:______________

University Supervisor Signature:___________________________________ Date:______________