Do you feel your questions were clearly structured and readily
understood by the students?
I used both open and closed questioning to cater for both year levels and abilities. I used questioning techniques in both a verbal and written form, and ensured the questions were relevant to the topics being discussed. I used questioning in two contexts (verbal and written) to assess students listening, comprehension and written skills, and to also cater for both types of understanding and capabilities. I had observed questioning techniques displayed by the Mentor Teacher beforehand to gauge the level of abilities amongst the students.
Did you use a variety of question types?
I used a variety of question types by incorporating both open and closed questioning strategies into the verbal questioning session and the written worksheet. Short one answer questions were used along with questions that required short sentence answers. I discovered that some of students working at lower levels were still able to give short key word answers to questions that required answers that needed to be structured in sentence form.
What balances was there between the various question types?
During the Micro Lesson I conducted an equal portion of open and closed questioning during the group discussion but used closed questioning when designing the worksheet. The comprehension worksheet designed for the Whole Class Lesson allowed for more open questioning that the worksheet I designed for the Micro Lesson.
Consider both why and when you made use of different question types?
I considered both question types so that a range of literacy skills were considered. The students were given an opportunity to recall basic information through closed questioning. They were given the opportunity to demonstrate comprehension, grammar and spelling skills, and to express ideas in full sentences through the use of open questioning.
Did you recognise any pattern in the distribution of your questions amongst the students? Consider reasons for this pattern?
Due to the various levels of abilities in the split Year 3/ 4 classroom I noticed that the students working at a lower level had difficulty with the opened questions posed on the worksheet, and displayed both spelling and grammatical errors. The students working at a higher level displayed better spelling and grammar and were able to express ideas in writing more fluently using connected sentences rather than one word answers.
How have you directed questions to the group?
During the Whole Class Lesson questioning was posed in the form of a worksheet only. During the Micro Lesson the group was a small group of six where we sat on the floor in a relaxed atmosphere and discussed the topic at hand in a casual manner before the students were requested to complete a short worksheet.
Have you used wait time?
I was mindful of wait time although this is an area of continuing improvement and an area where I am still developing.
Did you make eye contact with the group as you directed your questions?
I was mindful of making eye contact although this is an area of continuing improvement and an area where I am still developing.
Reactions to Students Responses
How do you deal with correct responses? Do you qualify any praise given?
I ensured I gave praise after each correct response given. I would use phrases such as excellent, well done, I like it, good answer, thats right. I was mindful of my body language where I endeavoured to remember to smile at each child while I was also praising them for the correctly given answer.
How do you deal with incorrect responses? How do you deal with students who stumble and grope for answer?
This was not an issue that arose very often during both of my lessons. The micro lesson was a discussion about cats therefore there was no incorrect answers during the discussion phase because we were discussing whether the children owned a cat and if they liked cats. During the whole class lesson there was no verbal questioning because I read them a story and questioning was conducted through the implementation of the worksheet. The mentor teacher allowed me to mark the worksheets for both lessons and this is where I provided anecdotal feedback to each student regarding answers that were incorrect. The worksheets were then passed back to the class teacher for checking prior to the students placing them in their English workbooks.
Do you keep eye contact with the students until they have completed an answer? Do you cut students off and go onto the next point before they have finished responding?
I was mindful of making eye contact although this is an area of continuing improvement and an area where I am still developing. I was conscious of allowing the students to finish their answers before moving on to the next student or question.
What use do you make of the students responses to develop the teaching point? Have you redirected any questions in order to add to an initial response?
There was no opportunity to make use of student responses during the whole class lesson because there was no verbal discussion or time to elaborate or discuss the answers on their worksheets. During the micro lesson I was able to conduct further questioning during the discussion sessions because of some of the students answers. An example of this was:
Me: Did you like the story? Student: No. Me: Why? Student: Because I dont like cats. I like horses.
Through the use of closed questioning I was able to encourage the student to elaborate on the answer through further closed questioning
Are you the only evaluator of the students answers?
The mentor teacher was unable to observe the micro lesson, and therefore was unable to evaluate the discussion part of the lesson. The worksheets were given to the class teacher with my anecdotal recordings subsequent to both lessons for further evaluation.
Observation Sheet - Management
Was your lesson effective for managing the class?
I presented the micro lesson in a class different to that of the students regular classroom. I found this effective in managing behaviour, and gaining control and composure over the group. Most of the students were interested in the topic at hand and therefore were interested in listening to the story, having informal discussions and completing the worksheet. I ensured that I gained attention and gave clear expectations of behaviour before allowing the students to enter the classroom for the whole class lesson. I enjoy reading, and I enjoy being enthusiastic when reading a story, therefore I was able to hold the students attention during the reading comprehension lesson. The worksheet was well designed for students with a good level of comprehension, and an extension reading activity was available for those students who completed their worksheets early. The worksheet design did not allow in some cases for students who struggled with reading comprehension and spelling and grammar. Overall the students were engaged during the story telling, were enthusiastic and competent in completing the worksheet, and were happy to continue with an extension reading activity. The group of students working at a lower level would have benefited with a worksheet designed for their capability level which would have resulted in these group of students becoming less restless. I was satisfied with my timing, the whole lesson being just over 30 minutes, and I was able to bring all students including those who became restless back on task which ended the lesson on a pleasant and successful note.
Was your organisation of materials and resources efficient and effective?
I am a highly organised person so therefore all materials and resources were designed, copied and ready for implementation of both lessons in good time. All materials and resources were used efficiently and effectively during both lessons by the use of reading materials and implementation and marking of all worksheets.
Did you plan how and when you would distribute and collect materials?
In discussion with the class teacher it was decided what type of lessons I would implement, the timing of each lesson, and when I would introduce the worksheets for completion. The collection of worksheets were conducted immediately after each lesson and subsequently marked and passed onto the class teacher for further evaluation.
Were you aware of classroom procedures and school disciplinary policy? How much did you know about your students?
The mentor teacher and I met the Friday before placement commenced where we discussed school and classroom behaviour policies, and I was given a brief review of student backgrounds, and learning abilities. Through further observation during the one week placement I was able to gauge personalities and learning styles of most students prior to commencing lessons with them. The classroom and school management systems were very prevalent and it was immediately apparent how positive reinforcement and negative consequences were implemented both at a class and school level.
Maintaining a Positive Attitude in the Classroom
How did you demonstrate to the students that you valued them, and enjoyed learning?
I built relationships with students as quickly as possible by ways of smiling at them every time I saw them, remembering their names and by talking and engaging with them in the playground and in the classroom. I managed to remember all the students names by the end of the week, and ensured that I called them by their name as often as possible because I believe if you take the time to remember a persons name then you can convey a sense of respect and interest towards that person. I would redirect off task behaviour by expressing an interest in whatever task they were working on. An example of this was when a particular student would be off task by talking to class members I would sit beside that student and ask them to show me what they were working on. I found this method to be effective because the student would be keen to show the work which meant they were completing the task at the same time. During implementation of lessons I ensured that I was smiling, expressive whilst reading, and used close proximity to students I knew may become off task.
What aspects of your teaching style do you feel helped you maintain class attention?
I enjoy reading therefore when I read to the class I used a lot of expression both in my voice and facial expressions to convey the story. I observed the students to be well engaged and looking at me whilst I read the whole class story to them. I ensured that as I was reading the story that I walked around and stood next to and looked at each student to demonstrate that I was reading to each individual child. During planning phase of the lesson I allowed enough time for each step to be implemented at a satisfactory pace during class time which meant students were calm and settled during the reading phase, and on task most of the time during the worksheet phase.
Did the students know what was expected of them? I gave clear expectations of what I expected from the students when conducting both lessons. Before allowing the students to enter the classroom prior to commencement of the whole class lesson I advised the students of my expectations of their behaviour when entering the classroom. When seated I advised the students of the lesson content and of the timeline of each part of the lesson. When conducting the micro lesson I advised the students at the commencement of the lesson about what would be happening throughout the lesson.
Were you able to redirect energies of attention seeking students? Did the students have enough to do?
A majority of the students stayed on task during the whole class lesson however I was unable to individually redirect a small group of students to stay on task. These were the group of students that would have benefited by having a slightly different work sheet designed to their level of ability which may have lessened the need for redirection. The students who completed early were given an extension reading task until the completion of the lesson. I was mindful of keeping to the amount of time allocated for the lesson so that off-task behaviour would be minimised.
Dealing with Minor Misbehaviour
Were you aware of what was happening in all parts of the classroom? Did you know what each student was doing?
I cannot be 100% sure of all student activity however I was aware of a majority of the student activity and was confident that most students were on task when completing the independent part of the lesson. I ensured that I was walking around the classroom for a majority of the lesson ensuring on task behaviour and giving assistance where required. Towards the end of the lesson I was concentrating on concluding the lesson by cleaning up resources. During this part of the lesson some of the students became unsettled. I need to be mindful in the future of maintaining control of the lesson until the very end, not just close to the end of the lesson.
Did you take any action when you observed poor behaviour? Why? Why not?
During the majority of the lesson I was walking around the classroom or scanning the students from the front to ensure on task behaviour. To the best of my ability when and if I observed off task behaviour I would either stand in proximity of a student to ensure they redirected themselves to on task behaviour or I would check their progress ensuring their understanding or need for assistance.
Did you use non-verbal cues?
I made use of non-verbal cues to manage off task behaviour by either eye contact from the front of the room or proximity to particular students when walking around the classroom.
Overall Comments
Overall I believe I conducted both the micro and whole class lessons well. I made good use of questioning techniques, gave clear expectations and used close proximity as a behaviour management strategy. I need to be mindful when conducting future lessons about lesson content and its age appropriateness and to maintain full class control until the very end of the lesson. This would be in preference to concentrating on clean-up which allowed for a slight loss of control towards the end which meant I had to work vigilantly to obtain student attention in order to conclude the lesson.
Schools as text looking at the whole school
Describe the school in terms of its demographics, appearance and resources (be general here and do not name the school).
The school accommodated a small group of students (less than 150 students) mainly from low socioeconomic backgrounds. It was apparent that the administration recognized the need for a vigilant and successful school management system that incorporated positive reinforcement and reward systems along with clear guidelines of consequences for inappropriate behaviour. The school and its staff demonstrated a community spirit where they were aware of the need to closely monitor and nurture their students. The staff developed close relationships with parents to encourage their participation and support in their childs education and well-being. The school was old in appearance and did not accommodate a large student population. Despite the small population of students the staff still played a significant role in ensuring that students were well catered for academically. Breakfast club, sports sessions aimed at improving student performance and after school sporting and music sessions were conducted and supervised by staff at the school.
What were the roles and responsibilities of the teaching staff you observed?
The roles of staff observed were to ensure the well-being of a small community of students who were in need of well implemented boundaries for social behaviour and educational expectations.
What did you observe non-teaching staff doing to support teaching and learning in the school?
The Education Assistants at the school supported teaching staff in various classrooms over the week where needed. The needs of students were diverse however there were minimal students with special needs which meant Education Assistants were often in different class rooms over the course of the week assisting different students.
Students
You will have observed the diverse nature of your classes. How was this diversity supported?
The class teacher supported the diversity which existed in the classroom by conveying clear expectations to the students, implementing effective classroom behaviour systems which incorporated both positive reinforcement and clear guidelines for negative behaviour. The class was a split Year 3/ 4 class where the students educational needs were met by way of the teacher ensuring that the students were taught at various levels and that the subsequent worksheets were adapted to each level with extension tasks included for students working at a higher level.
Function of Schools
Did you observe the connection of your school with the broader community? How did this happen?
The school connected with parents by making them feel comfortable speaking to staff at the school regarding their child/children. The mentor teacher explained to me that often the parents had had negative involvement with schools as children themselves which made them reluctant to approach teachers regarding their own child/children. The school endeavoured to ensure the school environment had a relaxed and accommodating atmosphere where the parents felt they could approach the teachers and have informal discussions about the progress or concerns about their child/children. In the broader sense of community I did not observe any connection.
What do you think the function of school is?
The function of school is to provide students with a nurturing educational environment that is rich with academic and social experiences so that they may become valuable members of an adult society.