Classroom Observation #1

Intern: Joshua Jackson

School: J.W. Sexton High School

Grade/Subject: 12th Grade Composition

(6th hour)

Class Size (present): 16

Observer: Nicole Millsap (mentor teacher) Date: October 9, 2014

Unit Focus: Descriptive Essay

Length of Unit: Approximately 2 weeks

Brief Description of Classroom Activity/Lesson:

As the students entered the room, they were directed by the message on the screen
to review the rules for sentence fragments and run-ons. From there, they looked
through their rough drafts for instances of poor sentence structure. Next, students
were put into groups of 4 and given a copy of a weak descriptive essay. Mr. Jackson
read the essay aloud and then facilitated a question and answer session about how
to improve the essay and which areas to focus on as a proofreader for this type of
writing. The activity concluded with the students exchanging drafts with one another
and applying the exact same proofreading strategies on a peers rough draft. To aid
the reader and the writer, a sheet of questions was given to guide the feedback.
Before leaving for the day, students were given important reminders about the
following day.
Todays objectives centered on peer editing.
Student Groupings and Interactions:
The groups were preselected by Mr. Jackson. Each group consisted of males and
females, high and low achievers.
The interactions within the groups were notable. Peers engaged in constructive
feedback and there were minimal off task behaviors. Students who arrived to class
without completed rough drafts used that time to try to get caught up.
Mr. Jackson touched base with each group while they were working.

Positive Points:

Important ideas were clearly explained in a manner that students quickly

understood.
Students were able to practice the proofreading and see it, feel it in action
prior to reading one anothers drafts.
All 4 key components were addressed today: reading, writing, speaking,
listening.
Many student responses were validated with praise and enthusiasm.
Instructional time was maximized by having materials and groups ready
ahead of time.
Suggested Areas for Growth:

Wait to start class until you have everyones attention.

Get as many kids talking/doing as possible. There are still 1-2 kids in each
pocket that continuously show passive behaviors.
Continue to give students cues about inappropriate chatter.

Wonderings:
What was your method for grouping the students?
In regards to sharing within the group, what are 1-2 things that you might try in the
future to create more equity?

Overall, the lesson went well. Because of the practice activity, students had a better
idea of how to offer constructive feedback. They also seemed to be more cognizant
of what not to do in their paper.
Mr. Jackson is becoming more authoritative in a way that is non-threatening to the
students. Today, I witnessed him use physical proximity and an elevated voice to
redirect off task behaviors. He also showed that he is increasingly aware of student
attentiveness and, as he was starting to lose a few students, transitioned smoothly
into the next activity.