Observer: Revak
Observed: Davis
Goal
Creating an atmosphere that
promotes student
engagement.
Using points of view and
perspectives to distinguish
between ways in which
people ‘see’ the world.
Reinforcing the content
vocabulary.
Class: Civics
Time: 12:35-1:00
Date: 11/21/2019
Obs? Comments
(Y/N
)
Y
•When class began, bellwork was clearly displayed on the
smartboard. Students were immediately engaged in the question
and it helped to get them into the proper mindset of the classroom
atmosphere desired.
•Teacher ask students questions that allow them to explore their
point of view and seeks valuable input and expressive answers.
Teacher asks students to expand original ideas often.
•Teacher provided clear indication to the students that it was time
to take notes during the presentation and gave them ideas for what
to write in their notebooks.
•Teacher does notebook checks as an assignment, which gives
students an extra incentive to be engaged in the note-taking
process.
•In order to reinforce the ideas about propaganda, students were
asked to move around the room and experience pieces of
propaganda prepared by the teacher. This got the students moving
around, applying some kinesthetic and visual learning experience.
Y •The teacher asked questions that allowed students to answer with
their point of view and didn’t have a clear answer, thus giving
students the opportunity to present their own perspectives. (i.e. Is
propaganda good or bad?)
•Teacher displayed various forms of propaganda from around the
world in order to let the students gather information about the
types of propaganda and the different goals that can be achieved.
•Teacher would ask students to back up their opinions about
topics/definitions and this would give the student the opportunity
to add their personal experiences to the discussion (whether that
experience be reading something from the text or something from
their lives).
Y •Teacher consistently asked students to help him and each other
define various words that are pertinent to the class. This allows
students to put the meaning into their own words and gives the
teacher the opportunity to correct any possible misconceptions.
•Teacher asked about media, propaganda, the 7 types of
propaganda
•Teacher gave time in class for students to read over material about
propaganda and take notes on the vocabulary within the reading.
Important phrases and words from the reading were highlighted

Best thing that you observed:
Recommendations, if any:
Words of encouragement:
Any additional comments:
and pictures were provided in that reading as well.
•After students took notes defining the 7 common forms of
propaganda, he sent them around the room to look at 8 “posters”
he had created and hung around the room. The posters had clear
examples and labels for the various types of propaganda. Some
examples were current, and others were from other time periods
discussed in the class (like WW2).
Students were very involved in explaining the ideas discussed in class and
their participation was fantastic. The ability of the teacher to get students to
put ideas into their own words and connect topics to their real-world
experiences was excellent.
Have the students make their own forms of propaganda about something
they believe strongly.
Fantastic job getting students engaged and moving around the classroom.
Great job walking around the room to check on and help students while the
class was working on notes/assignments.