2019

LESSON OBSERVATION
Preservice teacher Date Notes for users:
Madeleine Green 21/05/2019
School/site Name and role of observer: It is beneficial for pre-service teachers
Shanghai United International School Yahulda Lelonek to be observed and given written
Preservice Mentor feedback at least once per week
Number in class/group Year/group/ability information during Professional Experience
28 students Grade 4 – EAL students. placements. The AITSL Standards
Professional Experience Course Week of placement: provide focus for observation and can
EDUC 3061 second stimulate professional dialogue
Lesson/topic focus Observation focus (standards/target(s)) around strengths and developmental
ELA/ Grammar – Spelling Pre-Test & Standard 4.2 needs.
Verb/ Irregular Verb

Previous targets (achieved/still to be achieved - link to Graduate Standards (AITSL) where appropriate)
n/a

OBSERVATION Links: APST focus

ELA/ Grammar – Spelling Pre Test & Verb/ Irregular Verb (35 minutes) areas

Madeleine started off the lesson commanding the attention of the students. She didn’t start the Standard 4.2 –
activity until she had the full attention of the entire class. She used simple but effective phrases Manage Classroom
like, “Eyes and ears front” and “I know you’re readying and listening when…” to maintain the Activities.
classroom management throughout the lesson.
Establish and
She gave the spelling pre-test list to the students using each word in a straightforward sentence maintain orderly
and later checking for understanding with a quick Chinese translation of each word. and workable
routines to create
Madeleine immediately transitioned to the grammar portion of the lesson. She started the lesson an environment
with a review of what is a verb. She not only allowed students to give the definition of a verb but where student
also let students give several examples of verbs. In pairs, the students were able to continue a list time is spent on
of verbs with its Chinese translation in their books. learning tasks.
Next, Madeleine explained the worksheet the students would do as independent work. The
directions and the first question were done together to ensure understanding. Once all concerns
were addressed the students started their classwork. During this time, Madeleine walked around
the room conferencing with students that were struggling with the worksheet.
After giving several small reminders about time, Madeleine directed the attention back to a whole
group instruction.
At this time, as a class each question was reviewed and explained with additional examples
shared to confirm comprehension.

Strengths of the lesson (link to Graduate Standards (AITSL) where appropriate)

The highlighted aspects of the observation link to APST standard 4.2. It provides the evidence that the level 5 graduate
standard (of standard 4.2) is being achieved:
‘Creates a very well managed and supported and safe learning environment, which is inclusive for students,
and where challenging behaviours are managed skilfully’.
The lesson demonstrated these aspects of the achievement standards as the class flowed in an orderly process with
time management not affecting student understanding of the concept. Similarly, all students were accounted for in the
lesson as instructions were delivered through multiple strategies and student conferencing occurred through activities.

Developmental targets arising out of this lesson (link to Graduate Standards (AITSL) where appropriate)
From this lesson, continue undertaking multiple strategies to obtain classroom management so that a working and
inclusive environment is created for all the students.