Observation 2: Rose & Yellock 

 
  During the Observation:  Notes: S. Nelms (Microsoft) 
Contributors to Positive 
Instruction 
X  Teacher “hooks” students at the start of  Teacher opens by telling students what they 
the lesson(s)  will work on; will learn the difference between 
**Not so sure I’d be “hooked” by  word art, smart art and shapes  
her intro, though! ;)** 

x  Objectives are written in language  Essential Question: How do you change the 
appropriate for the grade level (SWBAT)  appearance of documents with formatting and 
inserting pictures, shapes, WordArt, and 
SmartArt? 

  Teacher presents material in   

meaningful “chunks” to students 

  Teacher models expectations (I do, We   

do, You do) 

x  Teacher provides an opportunity for  This lesson is new to the students. They have 
students to practice new skill(s)  the opportunity to create Smart Art of their 
own choosing/create their own design.   

  Teacher uses manipulatives/hands-on   

activities 

  Teacher facilitates “productive   

struggle” for learners (ex. Error 
analysis/Open-ended question/Turn 
and talk) 

x  Teacher uses proximity and rotates to  Teacher moves around the classroom and 
 
Observation 2: Rose & Yellock 

assist struggling learners  helps students as needed 

  Teacher praises students’ effort in class    

x  Teacher uses positive reinforcement to  Reminds students that this is the “fun” lesson 
encourage appropriate behaviors 

  Teacher uses timer to facilitate high   

time-on-task 

  Teacher facilitates maximum use of   

time by utilizing activities to engage 
students in learning during transitions, 
arrivals, or any time spent waiting... 
(ex. ​Sponge Activities​~Author of 
quote/why did they say it?; 
www.tackk.com/mhunter14​ ) 

x  Students are actively engaged and  Student has no instance of being off task 
excited about learning  during the observation  

x  Teacher is excited about the lesson  She is upbeat as class moves along   

  Teacher uses static and emerging   

visuals to engage students  

  Teacher utilizes a variety of   

instructional methods to facilitate 
learning (whole/small group, pairs, 
independent) 

  Teacher uses wait time effectively    

  Teacher creates an atmosphere of   

mutual respect 
 
Observation 2: Rose & Yellock 

x  Teacher creates a “safe space” where  Students make comments and ask questions 
students feel open to ask  freely 
questions/contribute to lessons 

x  Teacher utilizes technology to facilitate  Microsoft class; students are working 

learning  on new objectives 

  Teacher relates content to “real-life”;   

makes learning relevant to students’  

  Higher order thinking questions (HOTs)   

are utilized effectively 

x  Students know routine procedures  Bathroom procedure is evident; students take 

the cone and walk out of the classroom and 
return within a reasonable amount of time. 

  PRESS (Patterns Relevant Every   

Student Staff) 

  Teacher presents content in a format   

appropriate for learners 

  Teacher facilitates opportunities for   

students to read, write, think and speak 
during class 

x  Teacher holds students accountable for  Students are required to complete and turn in 
learning content  the assignment. 

x  Teacher elicits prior learning via  Teacher does refer back to a prior skill learned 
instruction  in a previous lesson. 

  Teacher utilizes summative   

assessments (to inform instruction) 
 
Observation 2: Rose & Yellock 

  Teacher utilizes diagnostic assessments   

  Teacher uses formative assessments to   

gauge students’ understanding 
(Quick/Whole-class prompt!”Thumbs up 
if….”) 

  Teacher re-checks for student   

“learning”; provides remediation 

  Teacher revisits objectives at the end of   

the lesson to ensure that they were 
achieved 

  Teacher gives constructive   

(prescriptive) criticism/feedback to 
affect student learning