Rather than picking at what is wrong, evaluating our performance with those criteria in mind creates a climate where teachers want to improve things for kids. This approach has demonstrated potential to meaningfully improve instruction and student achievement. Collectively, these recordings equip this teacher with a data set that helps him explore how to increase the rigor of his questions during class discussions.
Blake suggested the following sequence of events for effective teachers-observing-teachers programs: Counting methods let observers capture a high-level view of one particular element of the classroom.
Michael December 16, at After gaining a more complete picture herself, the student then goes back through the piece and inserts words that will better describe the setting. Is there a fair amount of student work posted?
Using Protocols to Tame Time Educators can attest to the shortage of collaborative time in the school day. Observed teachers often select multiple data-collection methods to gain a holistic picture of their focus area.
Students can also peer-tutor those who need help; their own understanding will deepen as they help others. Create a few questions or tasks that get at the heart of the skill or concept.
Immediate discussion concerning the observation. If the student is having trouble using descriptive words in the story or report, ask the student how she could tell more about the main character so that the audience could draw a picture from the description, finding more exciting words to substitute for overused words such as "nice," "good," "bad," and "mean.
Using Protocols to Tame Time Educators can attest to the shortage of collaborative time in the school day. Professional development is always linked to The Learning Walks.
To assess progress in writing, meet with students individually on a regular basis. The following are several of those methods: As long as administrators make checklists where constantly moving among seats looking busy etc etc are items required for job maintenance and tenure, teachers will continue to act in those ways.
As a result, the content may not speak directly to their daily challenges. This method requires observers to transcribe interactions between the teacher and students—things like teacher instructions and questions, student answers, or individual conversations—as well as interactions among students.
When the content is higher than the child's level, the teacher must adapt whole-group activities so all students can participate and gain something from the lesson. Sally Blake, professor of teacher education at the University of Texas at El Paso, teacher observation is most successful when the teacher and observer work together and reflect on the teaching behavior.
With a clear focus in mind, the observed teacher invites colleagues to collect classroom data related to that focus. I want to see the natural interaction between a teacher and students. Maria, whom we met in the opening vignette, teaches in a district that's focusing on literacy.
Following a cooperative learning activity, students could fill out a questionnaire asking them to rate their performance on statements, such as "I helped my group," "My group helped me," "My group shared," and "I took turns with the others in my group. Staying descriptive is the single most difficult skill to develop in teacher-driven observation.
Traditional professional development provides no shortage of strategies and resources. Maria, who seeks insight into the relationship between the questions she asks and how well students cite the text to support their conclusions, selects scripting.
If, for example, the majority of your students are ready for double-digit multiplication, but you notice that four students still have great difficulty with basic multiplication facts, you will need to do extensive work with those four.Flipped peer observation leads to job-embedded teacher learning.
Midway through her 12th year of teaching social studies, Maria found herself reflecting on an ongoing challenge: her students' struggle to cite evidence from nonfiction texts. She was pleased that students in her United States history.
Koomler 3 easily move students up or down a group if their reading level changes. In this first grade room, the teacher is lucky enough to have aids come in and work with the reading groups individually. Observation Reflection As I walked into the classroom for my first day of observations, I was greeted This teacher allowed her students to pick their own partners she knew which students would be comfortable reading the material in front of the.
RATING A TEACHER OBSERVATION TOOL Five ways to ensure classroom observations are focused and rigorous "The intention of teacher-to-teacher observation is that it be a tool for professional development and, in turn, for student learning," Colleen Meaney, dean of faculty at Souhegan High School in Amherst, New Hampshire, told Education World.
Professor Schilling Literary Classroom Observation Reflection For this class, EducationI was required to observe a total of ten hours. I watched a great system of literature circles in a 6th grade reading classroom.
The teacher had students broken into groups of and each group decided together what book they wanted to read and.Download