Classroom Observation Evergreen Public Schools Teacher: Guthrie Nutter Subject: ‘American Sign Language School: Union High School Date: 12/12/13 Time ‘Students _ ‘Teacher ‘Observations/Qui ‘Arrive, get seated, read Greets students (eye contact, | Tone-setting; good for 8:40 | message on projector screen. | smile, wave) classroom management. Direct some students’ Engage in brief dialogues _| attention to the screen. Students appear familiar with with (seemingly) random —_| Takes attendance. the warm-up and partners, as per instructions expectations. on screen. Is this warm-up activity _ evaluated in some way? Redirects students’ attention | Established routines; 8:44 tothe screen, Explains that _ | students are at ease, not the group activity is similar to | confused. yesterday's, with new content. _ Count offto form 2 groups. _ | Directs and re-directs. Serves | As students get more familiar 8:48 | Each group sends one pairto | as referee, time keeper, score | with this process applied to compete. One student faces | keeper and arbiter of different “games,” will they the screen, one student faces | disagreements. take on referee, score- the partner. Student uses keeper, or other roles? How classifiers to describe a Announces “scores” and would this affect learning specific object among simitar_| winning team. Changes file to | and/or classroom objects. Partner must runto | new set of images. Begins | management? screen and point to the round 2. correct object, before the other team. Begin process again. Most | Directs students’ attention to | Second round is a bit quicker. 9:02 | students equally involved/ | projector screen & signs next | Is this because the students attentive. One or two instructions to students. are more efficient, or students from each side Large group activity. because the teacher ended begin to lose interest. sooner? How do you decide when an activity as “run its course?” Re-arrange chairs to a large | Shows images on projector Some students volunteer, 9:11 | semicircle. Allstudents face | screen, and calls up students. | some students are called the projector screen. individually. upon. Is there a system for _ |this? Do you choose students based on the difficulty of the ‘task? How do you ensure all ave participated? Students go up to screen, use llowing students to seek/get screen, which indicates new activities planned for 9:32 | classifiers to describe objects | students, directs student to help from classmates instead indicated by the teacher. classmates for help. of always receiving correction from the teacher is a good team-building approach. Pack up and leave. Wraps-up activity. Directs 9:35 students’ attention to the Kel, A bad Kelly Lamar Crain, Ph.D. Mentor / CCTE Program ManagerClassroom Observation Evergreen Public Schools Teacher: Guthrie Nutter Subject: ‘American Sign Language School Union High Schoo! Date: 3/27/14 Time Students “Teacher Observations/Questions ‘Arrive, get seated, read Greets students (eye contact, | Tone-setting; good for 8:42. | message on projector screen. | smile, wave). classroom management. Engages certain students in brief conversations. Direct some students’ attention to the screen. _| Takes attendance. Read vocab list on screen. _| Redirects students’ attention | Warm-up activity today is 8:44 | Arrange themselves in pairs | to the screen. highly self-directed and self- and threes, and sign vocab monitored. Most students Items (U.S. Cities) to each are on-task. Are you able to other. notice any who aren't? Engage in vocab review with | Gains class’ attention and | Is the review over when you 8:48 | teacher in large-group leads “popcorn-style” vocab | have gone over every term format. review of USS. cities. once, every term twice, or when you feel certain that After review, switches screen | every student has engaged in to show intro to new project | the activity? “Road Trip.” Uses English instructions on screen, with signed ASL instructions, to intro project. Review performance Reviews performance assessment rubric on screen | expectations for project... and watch teacher's signing. | using rubric. No questions. Students have no questions. \s this because they are used to this rubric, or because they wrote this rubric, or other? Per instructions, students | Roams and monitors self-select project partners, _| students’ progress. Answers gather paper and clipboards, | students’ questions and and begin taking notes. otherwise engages students in conversations on the topic. ‘Some whispering, but does not appear to be intentional “rule-breaking,” Most students engaging with each other in the target language. This shows on-going‘Some students use cell phones, and appear to be on task. ‘Sometimes responds to students’ hand-raising; sometimes approaches students who are not asking for help. consistency with expectations. Nice! Cell phone use: how do you monitor {or do you bother) whether/how much students are using personal devices appropriately? How do you decide which students (who are not asking. for your involvement) to check on? Previous history of not seeking help? Info from previous participation in review? Other? 9:35 Work to the bell. Bell-to-bell instruction. Nicel Kelly Lamar Crain, Ph.D. Mentor / CCTE Program Manager