INDIVIDUAL STUDENT OBSERVATION

Preservice teacher: Student first name, year level, context:

Monique Eggers Chloe, Year 2,
School: ***************
30 students in the class
P2B
1.1: Physical, social and intellectual development and characteristics of 1.3 Students with diverse linguistic, cultural, religious and socioeconomic
students backgrounds Graduate level: Demonstrate knowledge of teaching
Graduate level: Demonstrate knowledge and understanding of physical, strategies that are responsive to the learning strengths and needs of students
social and intellectual development and characteristics of students and how from diverse linguistic, cultural, religious and socioeconomic backgrounds
these may affect learning
4.1 Support student participation 5.2 Provide feedback to students on their learning
Graduate level: Identify strategies to support inclusive student participation Graduate level: Demonstrate an understanding of the purpose of providing
and engagement in classroom activities. timely and appropriate feedback to students about their learning.
Beginning placement observation:
- This student seems to be quite quiet in the classroom and will often not put her hand up to answer a
question.
- This student is quite small, and does not have glasses, however I have not been able to gauge how
well her eye sight is (some parents refuse to get their children’s eye’s tested)
- Seems to be social within the class but too shy to answer questions.
- This student is about in the middle of the class- work wise. They complete most of their work,
however there is always at least one mistake
- When walking around the classroom during activities she is quite talkative to the other students and
when I ask her a question, she may take some time to answer

Interpretation of observation (student needs):

This students may need to have more explicit teaching. I think that this student may need to be asked to
have a go as she always has right answers, however, is too shy. This student needs to work on punctuation
and grammar, and spending more time checking their work. Chloe needs time to form answers and express
them.

Pre-service teacher action:

I need to make sure that i am spending time working with this student, taking the time to talk to her when
doing her work and giving her the time to answer questions. It may be beneficial for her to do lots of group
work where she can have her own input with the peers on her table. I may be able to give students 1-minute
thinking time then ask students to give me an answer that way Chloe can think about what to say.

Mid-placement observation:
- Have been calling on her a lot more- seems to be answering more questions
- Is giving everything a go- has completed all worksheets that have been given
- Making sure I am giving positive feedback to her straight away
- Checking on her work throughout each lesson
- Giving her more time to answer questions- not rushing her. It seems to be working
- Engaging in group tasks

Interpretation of observation (student needs):

I have been making sure that Chloe is answering a lot of concept checking questions to make sure she is
understanding the tasks and the information being taught. I have been making sure I speak to her in every
lesson, building that relationship with her to get to know her better. She is finishing all the tasks that I give
her, and putting her hand up to answer questions which is good as she is giving everything a go. Whenever
I set a group discussion I can tell that she is joining in and listening to her peers, and sometimes adding her
own ideas.

Pre-service teacher action:

- Continue on with the previous teacher actions, continue building a stronger relationship with her
End placement observation:
- participating more in class discussions
- Putting her hand up to answer questions
- Asking for help
- Completing work in the allocated time

Interpretation of observation (student needs):

This student has been showing that she has built her confidence in the class and is participating more in
classroom discussions. I have been giving positive feedback and this is helping build her confidence. The
last few tasks she has completed within the time frame- even the draft of the formal letter she finished in 15-
20 mins. She started asking me to help her and answer questions which shows she has built a strong
relationship with me.

Pre-service teacher action reflection:

Working closely with Chloe has been good as I have been able to see her confidence grow. I have
attempted to apply all the actions listed above which as helped her in the classroom. Her time worksheet
showed that she has been confused with the short and long hand so in the English Math lesson I will work
with her to make sure she understands the difference between the two.

Student outcomes:
At the start of this placement, Chloe would not put her hand up in class and i would never be called over to
her table to help. By the end of placement Chloe was fully participating in group and class discussions, and
putting her hand up to answer almost all the questions. I would call on her and give positive feedback. Her
work samples show that she would mostly have the correct answers but is just missing some punctuation or
capitals.

Gavin Lock

Supervising Teacher sign. Pre-service teacher sign

04/06/2019 04/06/2019