Student Name: _Ty Christman_________________________

Lesson Name: Identify transformers and their functions

_______________________ Lesson Date: _____1/15/15___
Self-Appraisal Questioning Checklist
__y__
1. Can students hear you and hear each other room acoustics?
__y__
2. Was questioning conducted throughout the lecture/discussion and not
concentrated at the end?
__y__
3. Did you encourage all students to participate by asking questions of nonvolunteers and volunteers alike?
__y__
4. Did you encourage non-volunteers to participate by conveying a friendly
tone or smile, encouraging comments, sincere eye contact, accepting wrong answers
without insults or criticism?
__y__
5. Did you call on students by name to create a positive atmosphere where
students feel like individuals?
__y__
6. Did you randomly call on students without any set pattern to hold their
attention and to maintain focus?
__y__
7. Did you avoid repeating the student responses unless you were
paraphrasing a long answer or checking to be sure your perception is correct?
__y__
8. Did you tactfully handle the student(s) who dominate when answering
questions?
__y__
9. Did you give students an opportunity to ask questions by probing or by
randomly asking specific students if they have questions or would like further
clarification?
__y__
10. Did you wait at least three or four seconds for the student response?
__y__
11. Did you ask questions with multiple possible answers to get students to
focus on defending their answers?
__y__
12. As students responded, did you expand their thinking by asking could
you explain further, could you be more specific etc.?
__y__
13. Did you ask students to support their answers?
__y__
14. Did you ask students to clarify their answers?
What do step down transformers do?
Students reaction: Some knew the answer, but only one or two could describe it.
I reasked this question the following day after the students had the chance to wire a
transformer. I made sure to have someone else answer.
What purposes do they serve in HVAC?
This question involves the prior knowledge of what a transformer is. None of my
morning students knew how they were used. After actually installing a transformer in a
simple wiring project, I believe that all of my students understand what a transformer is. I
also made this an EQ which every student needs to answer in their Collins writing book
to confirm.

updated 1/3/12

Student Name: _Ty Christman_________________________

Lesson Name: Thermostat/low voltage wiring
_______________________ Lesson Date: _____1/16/15___
Self-Appraisal Questioning Checklist
__y__
1. Can students hear you and hear each other room acoustics?
__y__
2. Was questioning conducted throughout the lecture/discussion and not
concentrated at the end?
__y__
3. Did you encourage all students to participate by asking questions of nonvolunteers and volunteers alike?
__y__
4. Did you encourage non-volunteers to participate by conveying a friendly
tone or smile, encouraging comments, sincere eye contact, accepting wrong answers
without insults or criticism?
__y__
5. Did you call on students by name to create a positive atmosphere where
students feel like individuals?
__y__
6. Did you randomly call on students without any set pattern to hold their
attention and to maintain focus?
__y__
7. Did you avoid repeating the student responses unless you were
paraphrasing a long answer or checking to be sure your perception is correct?
__y__
8. Did you tactfully handle the student(s) who dominate when answering
questions?
__y__
9. Did you give students an opportunity to ask questions by probing or by
randomly asking specific students if they have questions or would like further
clarification?
__y__
10. Did you wait at least three or four seconds for the student response?
__y__
11. Did you ask questions with multiple possible answers to get students to
focus on defending their answers?
__y__
12. As students responded, did you expand their thinking by asking could
you explain further, could you be more specific etc.?
__y__
13. Did you ask students to support their answers?
__y__
14. Did you ask students to clarify their answers?
What is the purpose of a thermostat?
Most students answered this by saying it is the gadget on the wall that makes the
temperature in your home go up and down. While this is not technically wrong, it is not
the answer I wanted. The result I am looking for is that the students understand how the tstat interrupts contactors/relays to send power to the unit.
How does a thermostat control an HVAC system?
My students did not understand this. After some shop exercises that incorporated wiring
t-stats in, my students have a much better understanding of a t-stat.

updated 1/3/12

Student Name: _Ty Christman_________________________

Lesson Name: Explain how magnetism is used in different HVAC components.
_____________________ Lesson Date: _____1/20/15___
Self-Appraisal Questioning Checklist
__y__
1. Can students hear you and hear each other room acoustics?
__y__
2. Was questioning conducted throughout the lecture/discussion and not
concentrated at the end?
__y__
3. Did you encourage all students to participate by asking questions of nonvolunteers and volunteers alike?
__y__
4. Did you encourage non-volunteers to participate by conveying a friendly
tone or smile, encouraging comments, sincere eye contact, accepting wrong answers
without insults or criticism?
__y__
5. Did you call on students by name to create a positive atmosphere where
students feel like individuals?
__y__
6. Did you randomly call on students without any set pattern to hold their
attention and to maintain focus?
__y__
7. Did you avoid repeating the student responses unless you were
paraphrasing a long answer or checking to be sure your perception is correct?
__y__
8. Did you tactfully handle the student(s) who dominate when answering
questions?
__y__
9. Did you give students an opportunity to ask questions by probing or by
randomly asking specific students if they have questions or would like further
clarification?
__y__
10. Did you wait at least three or four seconds for the student response?
__y__
11. Did you ask questions with multiple possible answers to get students to
focus on defending their answers?
__y__
12. As students responded, did you expand their thinking by asking could
you explain further, could you be more specific etc.?
__y__
13. Did you ask students to support their answers?
__y__
14. Did you ask students to clarify their answers?
How is magnetism used in different HVAC components?
Students in the am class were unaware of how magnetism had anything to do with
HVAC. After lessons on contactors and relays, the students were able to successfully
answer EQs in their Collins writing book.
How is the magnetism created?
The students were unaware that the low voltage passing through a coil is what created the
magnetism.

updated 1/3/12