EDUC 202 Examining Teaching Practices

observers name: Amanda Donaldson

todays date: 6/5/2014

length of observation: 10:55-12:10

cooperating teacher: Mrs. Clark

student observed: All

grade level/subject: 1
st
Grade

objective of observation: Click here to enter text.

Directions: As completely and accurately as possible, describe the interactions between the teacher and
one selected student. Include direct quote and descriptions of the teacher and the students,
including facial expressions, gestures, and voice quality. Be careful, however, to avoid
making judgments.

time teacher quotes, actions, etc. student quotes, actions, etc.
11:05 Asking all students to come to carpet
All students come to the carpet and sit quietly
down.
11:31 Teacher tells students to line up for lunch
Each student gets there lunch or money and
lines up until ready to leave
11:22 Teacher tells a student to go flip her card
Student flips card and I see when she comes
back she is crying
12:01 The teacher comes into the lunch room
Students put there trash in the trash can and
line up near the door.
11:15 Teacher is giving the students directions
All students are paying watching what she is
doing and not talking
11:20 Teacher is teaching a lesson
One student gets up uses the bathroom even
though he is not aloud to do that when she is
talking.
11:31
Again teacher calling each table to line
up for lunch
Each table the students have there heads
down waiting to be called.
11:00
Teacher tells students to walk around the
room.
Each student does to get all of there energy
out.
continued on the next page

Virginia Teachers for Tomorrow


Now, lets pay special attention to gender equity practices. Respond to the following questions by choosing the
correct response from the drop-down menu in the column on the right. Please be cognizant of what the word
proportionate and its variation mean. For instance, if there are twice as many boys as girls in a classroom, a teacher
who exhibits good gender equity habits would naturally call on boys with twice the frequency as that for girls.

Teacher-Student Interactions
very frequently how often the teacher and students interact with each other
very frequently
males and females verbal comments (praise, remediation, instructions, etc.) with
proportionate frequency
sometimes teacher calls on females with proportionate frequency
sometimes
females and males receive constructive comments in terms of conduct with
proportionate frequency
very frequently
teacher responds to answers provided by students with equity (praise,
clarification and follow-up questions, etc.)
very frequently
teacher spends proportionate amounts of time working one-on-one with females
and males
Classroom Activities
very frequently teacher maintains a cooperative classroom atmosphere
sometimes teacher regularly utilizes small group activities
rarely
teacher uses non-competitive grading scheme (for example, favors criterion
referenced over norm referenced)
Teaching Considerations
sometimes teacher avoids using gender neutral language
very frequently teacher uses real world examples that appeal to both males and females
very frequently teacher exhibits fairness in treatment of males and females
not observed teacher puts a stop to any actions by students that might be considered sexist
very frequently teacher promotes active involvement of all students regardless of sex

In the space below, please reflect upon your observation. What did you learn about this teachers
interactions with the one individual student? What did you learn about this teachers interactions regarding
gender equity? What techniques did you observe that you would use in your own classroom? What would
you change to enhance the learning?

The teacher was fair to each of the students no one student got treated differently. There were
more boys then girls so of course there was going to be more boys called on but only because
there were more of them then girls. Letting the students get out there energy and have some free
time. Also playing music wile they work independently.