The Graduate School

Certificate of Accomplishment in Teaching Program

Classroom Observation Form – Option 2

CoAT Participant’s Name: Sarah McKone

Course observed: ENG 332
Date of observation: March 28, 2011
Time of class: 3:00
Observed by: Sarah Egan Warren, Asst Director of Professional Writing

Needs Well Not

Satisfactory
Improvement Done Observed
Introduction: The lesson was introduced in an X
interesting and effective way, and the goal or purpose
of the lesson was clear.
Level/Audience: The lesson was presented at an X
appropriate level for the intended audience. The
instructor seemed to know his/her audience.
Content: The content was developed in an organized X
manner, emphasizing important points. Examples or
applications helped students relate material to familiar
concepts.
Purpose of learning activities: The learning X
activities had an appropriate place in the lesson, and
the purpose of each activity was clear.
Student participation: The instructor effectively X
involved the students in the lesson.

Climate: The instructor established a positive climate X

of approachability, setting an appropriate tone for the
instructor-student relationship.
Enthusiasm: The instructor showed enthusiasm for X!
the subject and introduced interesting aspects of the
content.
Questions: The instructor checked for student X
understanding and invited student questions. When
questions were asked, the instructor responded clearly.
Visual aids: The instructor used visuals effectively. X
Visuals may include the board, handouts, PowerPoint
presentations, content projected on a screen, etc.
Time management: The pace of the lesson was X
appropriate, and the instructor managed the time well
and brought the lesson to a logical conclusion.

For the OBSERVER: Please answer the three discussion questions on the next page.

QUESTIONS for the OBSERVER:

 1. What were the strengths of this lesson?

Sarah McKone remained enthusiastic and engaged even with a very low-energy class.
She helped them recall previous information and showed them how it linked directly to
future projects in the course. The pace of the course was appropriate and kept the students
involved. The content was clearly presented and examples were shared that gave the
students a clear understanding of their expectations.

Clearly, she took the suggestion from the last observation about eliminating the filler
phrase: “right?...” Only two instances of this filler occurred during the last few minutes
of class as groups were breaking up and packing to leave.

She has a confident presence in the classroom and we are lucky that we had her in the
Professional Writing program.

2. What suggestions do you recommend for this instructor?

Sarah could consider monitoring students’ computer activities that are not on task and
addressing side conversations that are happening in the back.

She could shut the door when distractions occur from other classrooms.

3. Are there any additional comments you would like to share with the instructor?

Thank you for your dedication and commitment. Your students are lucky to have
had you as their instructor.

Form adapted with permission from: Pinder, T. and Ross, C. (2007). Strategies for Teaching Assistant and International
Teaching Assistant Development. Jossey-Bass.

Classroom Observation
Sarah McKone
Eng 332
Monday, March 28, 2011
3-4:15pm

2:53 SM setting up for the day

2:54 9 students
2:55 student setting up for presentation
11 students
3:00 started with overview
Introduced me and introduced the agenda
16 students
3:02 checking up with students about upcoming assignment. Asked for responses from class.
3:03 17 students
Brief student announcement
3:05 student presenting and SM taking notes in the back
3:11 students asking questions of presenter
3:13 2 students entered after the presenter answered all questions
SM explaining grammar exercise
Students participated
Music/movie noise coming from outside the classroom? Commented on it.
Suggestion: shut the door or ask a student to shut door to eliminate distraction.
3:16 reminding students about guest speaker on Wednesday. Getting ready for next
assignment. Housekeeping
3:18 Another student enters
3:19 introducing proposal assignment
Lots of whispers and some distracted students—middle back of the room
3:20 asking students questions—getting responses
3:25 covering information and soliciting information from students
Sometimes a pause before the answer—but SM waits appropriate time
3:28 SM acknowledging the distraction from the movie music
Suggestion: Eliminate the distraction and shut door or ask student to shut the door
Good to discuss and define solicited/unsolicited. Good examples and good to include
students in the discussion.
Staying behind the desk because of the placement of the screen and computer
3:33 students are taking notes, asking questions, and answering questions
Going over the details for the figures
3:38 Finishing up the body details
3:39 Discussing backmatter
Students whispering in the back
3:40 good job throughout at reminding students about links back to previous assignments
3:42 reminding about the details of the proposal assignment
3:43 discussing group planning
3:45 SM got students to identify: Audience, Purpose, Scope, and Medium
3:47 most students are paying attention—but 5 are looking at something else on their
computers
3:48 moving to last point. Reminding about consistency with document design
3:49 Checking in with students and asked them for any questions. No questions from students.
Very low energy? Is this typical?
3:50 answering some student questions about the proposal budget
3:51 showed them links and reminded them about the location of the examples
3:52 dividing class
Student asked about location of rubric
Students slowly moving into their groups
Some students asking questions and lots of rearranging of chairs and backpacks
3:53 once students have settled down, SM showed them how to find the rubric
SM continues her positive attitude and playful comments even to this very quiet class
3:54 group discussions are very slow to begin but seem on topic
3:55 SM meeting with group 1
3:56 organizing at front of the class
3:57 groups quietly discussing different meeting times and sharing emails/contact info
checking in with group 2
3:59 checking in with group 3
4:00 checking in with group 4
4:01 SM at front of room arranging notes/attendance
4:02 groups are “warming up” and discussing project for proposal
SM is at front ready to answer any questions
4:06 suddenly all the groups got a little quiet
But they picked back up. Everyone is on topic
4:09 group 1 is packing up and leaving
4:10 group 4 packing up
4:11 student asking question about personal website
4:12 group 2 packing up
Group 1 still working
4:13 students asking questions/making comments as they leave
group 1 packing up
4:14 some students talking and asking questions
4:15 class over

“RIGHT?!...” : only twice and at the very end of the class.