To: Department of English From: Dr. Mary E.

Sefranek Re: Observation of Kevin Bathkes INGL 3201 (Section 081) Class (2:30-3:20 p.m.) Date: Wednesday, January 23, 2013 On Wednesday, September 5, 2012, I had the opportunity to observe Kevin Bathkes INGL 3201 (English Composition and Reading) class, and found that both the content of Kevins lesson and the methods he employed to teach this content were exemplary. Kevins lesson focused on the correct construction of MLA bibliography citations. Prior to this class, students took part in an MLA workshop in the library. In addition, previous related lessons included how to construct MLA style headings and how to include in-text citations in an essay. Organization (the overall organization of the class session and its relationship to previously covered material): Kevin was extremely well prepared for the class, took attendance, and made explicit the relationship between the current class and the one preceding it, identifying what he considered important (the significance of punctuation in bibliographical citations and the citation of photographs, for example), and defining new terms (such as medium in an MLA citation). He utilized a variety of instructional strategies during the class session including a whole-group period for questions and answers and a substantial period for students to collaborate in group work. While Kevin did briefly state the purpose and objectives of the class, he jumped ahead too quickly. Similarly, he commenced a brief preliminary overview of the class session, but did not complete it, and instead jumped right into the lesson and activities for the day. It would be useful for him, at the start of each class, to slow this down slightly and clarify the purpose, objectives, and various topics to be addressed, as well as the activities in which students will participate so they are aware of what the aims of the class are for any given day and also the way in which these aims will be met. Content and clarity (A description of the material covered and the strategies used to facilitate student learning): All material was arranged and discussed in a systematic, organized, and contemporary fashion. Popular culture was integrated with references made to Usain Bolt, Javier Culson, and Barack Obama. The inclusion of a popular figure from Puerto Rico signaled Kevins commitment to make lessons culturally relevant to, and meaningful for, his students. He frequently asked questions, presented clear and simple ideas to clarify the ideas he wanted to convey, and used alternate examples as necessary (he used GQ as an alternative to a scholarly journal and made a distinction between online versus print sources). He also explicitly stated the relationship between ideas (noting the citation differences when a text has one, two Page 1

to three, or four or more authors). He periodically summarized the most important ideas (the word volume does not appear in an MLA citation, just the volume number itself). Kevins use of media was excellent. His overhead slides were nicely organized and presented in a very professional format. These certainly aided students comprehension of concepts being taught. In addition, his use of artifacts (a variety of texts to be cited in group work) was an exceptional way to support students in applying their knowledge to a pertinent task. Instructions for group activities should be included in the overhead presentation or on the board to avoid unnecessary repetition and to support emergent bilingual students comprehension (this facilitates their understanding as they hear the instructions but can also refer to them in written English). Kevin asked his students to bring an article of personal interest to the next class, clearly addressing the course mandate to personalize class readings according to students interests and needs. Interaction with students (The extent to which student participation is elicited and the ways in which the instructor provides feedback and guidance to the students): Kevin engaged very well with his students. He repeated answers when necessary so that the entire class could hear (another excellent strategy for emergent bilinguals) and circled around the room frequently to address questions. Kevin also permitted students to work across a variety of media - in notebooks, on tablets, and with cell phones and they appeared to value this. They worked with ease, and all were actively engaged. There was a nice flow and organization for the group work and classroom activity in general. There was little hesitation on the part of students to participate. Kevin addressed them by name, praised them for good ideas, established and maintained eye contact with them, provided appropriate feedback, used questions to gain their attention and enthusiastically encouraged questioning by students, displaying genuine interest in what they had to say and the quality of his teaching. Kevin should closely observe and monitor variations across groups to determine which groups might need a follow-up task or more assistance. Some groups finished the task at hand more quickly than others and he should be ready with a follow-up assignment if this is the case. /It is also necessary to circulate across groups more evenly rather than letting certain groups monopolize the instructors time. Generally, Kevin did accomplish this, but at times, he lingered too long with particular groups. Delivery and style (A description of the instructors verbal and nonverbal communication strategies and the rapport he/she establishes with the students): Kevins delivery and style were superb. He spoke expressively and emphatically, using appropriate body movements, gestures, and facial expressions. His voice was loud and clear, and his speech was neither too formal or too casual, nor too fast or too slow. He masterfully varied the activities planned for the class to keep students engaged and alert, and always spoke in English, occasionally using light humor to keep them engaged and attentive. He was observant of and responsive to his students needs. He contributed to a warm classroom environment where students learning was cultivated. It was evident they felt comfortable with his teaching style as a number of them approached him after class with followPage 2

up questions as well as personal narratives. He is clearly approachable and genuinely interested in their contributions.

Dr. Mary E. Sefranek, Ed.D. Assistant Professor Date January 23, 2013

Kevin Bathke Graduate Teaching Assistant Date_______________________________

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