TWS-D Step #1: Field-Based Pre-Course Observation Reflection – (10 points)

Directions: Using the chart below, log observations from your student teaching site that relate to how your cooperating
teacher manages students, space, time, and materials. In addition, write a 1-2 paragraph reflection that addresses
questions in the reflection section.
*Note: I would like you to gather this information during the 3-days prior to the official beginning of bootcamp. If class is not in
session during your initial visit, ask your cooperating teacher to describe his/her management techniques in relation to the
categories below. If you are student teaching in a school that starts after Labor Day, this will be completed during the first 2-days of
student teaching.

Students Space Time Materials

(2 pts)
Examples: Classroom
rules, policies, &
procedures.
Discipline
strategies/consequences
Rapport with students
Expectations for student
to student relationships
-Follow RTR high school
classroom expectations
-A lot of which is based
on the student handbook
-Mrs. Borman allows cell
phones unless they are a
distraction
-Uses reward system that
the school implements
-Shhhs the class a lot
(2 pts)
Examples: Arrangements of
desks/tables; use of
classroom space vs. lab
space; use of wall space; use
of space to ensure safety,
etc.
Tables-in simple rows,
separate from the lab
Keep the labs clear of any
hazards, open kitchens
Clear view of all kitchens, no
sitting on tables, shelves for
books, cabinets for
materials
(2 pts)
Examples: Use of time
between class periods,
use of planning period,
use of time before and
after school, use of
classroom time – are
students engaged in
learning from bell to bell?
etc.
Print things the morning
she gets here
Doesn’t need much prep
times, seems to have it all
ready to go
Students are engaged
during the beginning of
class but slowly become
less engaged throughout
the class. Very minimal
engagement towards the
end of class. Distracted
when done with class
(2 pts)
Examples: location of
textbooks or curriculum, is
there an organization
system for collecting
student work, filing systems
(digital and analog)?
Student work-baskets on
back table
Textbooks or curriculum-
shelf with the textbooks on
them
Drawers for the students to
keep their work in
Cupboard with paper in it
Reflection: Address the questions in 1-2 paragraphs, using complete sentences (2 pts)

1. Which classroom management strategies that you observed do you plan to adopt and why?
Mrs. Borman tends to have a well-behaved classroom because of her relationship with students. If a student
is misbehaving, she will call them out on it, if she knows they can handle it. For example, there’s a boy in a
class who tries to be the class jokester and she isn’t afraid to call him out. Another way she handles classroom
management is by using the middle schools reward system. If the student has good behavior, she will give
them a shield in which they can use to “buy” something from the school store. They also give out office
referrals for students who are misbehaving.
2. How does your cooperating teacher’s classroom management style compare to styles you have seen in other
classrooms?
It’s very similar to teachers in small town schools. Most of the students will respect her just because they
know her very well from the community or their parents. Also, she is able to communicate with them by
relating to their real life since she knows them on a personal basis. Mrs. Borman also uses a reward system to
encourage positive behavior which is something that most teachers use. I see many teachers in the RTR
school district use it, but it’s the first time I’ve been in a classroom where rewards are used. Mrs. Borman has
an authoritative classroom management style since she lets the students have independence in the
classroom, but also follow her limits.
3. What are some classroom management strategies that you have not observed your cooperating teacher using
that you would hope to use? Explain.
Mrs. Borman doesn’t use much differentiation in her classroom. Typically, the same thing is done everyday
and I can see the students become tired of it. I would like to plan more active and engaging lessons to keep
students interested. Also, Mrs. Borman doesn’t seem to set clear expectations and I also have trouble with
this. I hope to improve on this throughout the semester.