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FIFTH OBSERVATION FEEDBACKDRAKE UNIVERSITY
JIM MAYSE, STUDENT TEACHING SUPERVISOR
STUDENT TEACHER: Lisa Myers DATE: 4/5/12 TIME: 10:55-11:25
MENTOR TEACHER: Annie Orsini BUILDING: Westridge Elementary
Lesson Objectives (as provided by the student teacher):
Practice writing friendly letters. Use parts of a letter
correctly (shared writing)
Grouping: Large Group, Small Group, Independent StudyTeaching
Model: Teaching presentation, Demonstration, Discussion,
Question/Answer, Independent Study, Learning Centers
Teaching Act: Introduction, Objectives, Input, Modeling,
Comprehension check, Guided practice, Independent Practice,
Review/Preview
Efficient Use of Class Time/Task-Oriented Behavior: All students
appeared to very task-oriented throughout most of the
observationClarity of Presentation: Very clear, Clear, Unclear to
some, Unclear to many
ANECDOTAL RECORD:10:58 Students re-entered the classroom from a
rest room break. Thanks, students, for coming
to the carpet so quietly. Miss Myers shared with students
regarding a revision she had madeconcerning mailing their letters.
Cooper was allowed to share her letter regarding losing a
tooth.
The student teacher pointed out that this was, indeed, a
friendly letter. She stated, Excellent.Thank you.
Using the chart tablet (students were seated on the carpet, and
the student teacher was in thechair by the tablet), she visited
with students about the heading, date, body, and closing. She
put
each on the example she had written on the tablet. She indicated
they would take a look back atour letter (it had been read
previously and was in a booklet, which she shared again). She
allowed students to identify various parts of a letter,
including p.s. Miss Myers informedstudents that this stood for post
script, meaning they were adding something after their original
writing.She then stated, Together, as a whole class, we are
going to write a letter to first graders. Turn
to your partners and visit about what you might like to include.
After a few moments, she puther finger to her lips and said, Eyes
up here. As students were sharing, she reminded them,
Remember, we want to make it a friendly letter. She directed,
Gavin, would you please sit onyour bottom? She also directed a
couple of students to move forward, closer to the group, and
not under the chalk tray. As she listened to their ideas, Miss
Myers wrote various student ideason the chart tablet. {I noticed
her eyes were checking on all students, as well as quickly
glancing
at the classroom clock}.The student teacher read their letter
aloud. She asked, Is this a friendly letter? Does it have an
opening, a body, and a closing? She quickly directed two boys to
return to sit at their desks.She asked students, When should we
mail our letters? How should we start our letters? End
our letters? Remember, when you finish your letter, you may be
writing another letter or otherwriting, but NOT coloring.
11:10 Students were dismissed to their desks to begin their
writing. Miss Myers visited brieflywith various individuals. She
commented, Excuse me, this is a quiet activity. I shouldnt be
hearing voices. She then thanked various individuals, by name,
for getting started quietly.After a short amount of time, the
student teacher stated, Okay, this sounds much better.
As students were doing their work quietly, the student teacher
checked in a cabinet and retrieveda notebook, which she carried
with her. She rotated throughout the classroom, kneeling by
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various students as she visited with them. She consistently
whisper visited with students. Shealso checked visually with
various individuals in the classroom. From time to time, Miss
Myers
would check with students and then record in the notebook she
was carrying.11:22 as she continued to do this, the observation
concluded, and I left the classroom.
SUPERVISORS COMMENTS:
Lisa Very, very good observation this morning. I felt you
handled the lesson exactly the
way you would have had your mentor teacher been in the classroom
with us. It appeared
to me that you were very relaxed and in charge. You were polite
with the students, and
you did not allow them to get off task and/or to be a disruption
to this lesson. On my way
out of the building, I shared briefly with Annie that I was
really impressed that I had noted
a couple of students who were not doing as well as you would
have wanted while they were
on the carpet, and within a very short amount of time you had
two boys take their seats.
This was more than appropriate. Regardless of the boys
incredulous looks, you nailed
the right pair. As always, when you are doing something as
appropriate as this, you alsocertainly continue to catch all other
students attention. I certainly encourage you to keep
up this type of accountability throughout your student teaching.
I believe this will earn
respect from all of your students as you continue teaching in
this room.
My other comments are similar to ones I have made in past
observations you are doing a
good job of checking the clock to make sure that you are timing
your lesson the way you
would want, you are doing a good job of using your eyes to check
on various students as
well as changing your proximity whenever it is appropriate, and
you are modeling whisper
talking and other such things which your students should also
emulate as you continue.
As I shared with you, the beginning of my morning was filled
with several hectic moments,
but your observation was like a breath of fresh air for me. I
hope I did not appear too
scattered throughout my time in your classroom. Thank you for a
very fine observation.
Keep up the good work, and I will see you again soon.
Jim Mayse, Drake University
Student Teaching Supervisor
