Pre-Observation Meeting Monday Novemb et 8,2021

What steps did you take to prepaxe for this lesson? I created a well detailed lesson plan that is packed with engaging
student activities. This is a new Writing progmm that we started in
September and I am still leaming as wel1.

Briefly describe the students in your class, including those with special Ty and Wy are on modified programs. And Ken needs extra support and
needs possibly K.

Wllat sure your goals for the lesson? What do you want the students to My goal is that my students will learn the importance of mentor text.
learn?

IIow do you plan to engage students in the content? What will you do? I will review previous writing lesson. Then I'll introduce this new piece
What will the students do? by asking who they think is a mentor. Then continue to develop lesson
through questioning. The discussion sparked will direct us through the
rest of the lesson.

What inshuctional materials or other resources, if any, will you use? My slideshow presentation, book series in the lib'rary

How do you plan to assess students' achievement ofthe goals? Informal observation, Writing pieces

How will you close or wrap-up the lesson Students will work on their writing papers in their groups.

How do you handle student behaviour issues should they arise? Verbal waming. They respond well to this.

During the observation, is there any specific areas you would want me I wouldn't mind an overall view of the lesson. Whatever you see that
to look for? can help to improve our classroom dynamics would be nice.
 During "Work with the Teacher" especially. Look how I explain and
how I check for students' understanding by taking their responses.

Okay, this could be our quantitative focus. Would it be okay with you? Yes, for sure!

Explain two areas of strength going into this observation 1. Classroommanagement

2. Back and forth with the students, checking for understanding,
and being sensitive to students

Are there any weaknesses that you fotesee? 1. Overall knowledge ofteaching this new way
2. Going offon a bunny trail and telling stories @
3. I need a bit more processing time to mal<e sure I am prepared.

Okay, when would you like me to come? You could come Tomorrow at 1:30 if that works for you.

Okay so I will do a qualitative and a quantitative observation. I'11 do the Yes

qualitative at the beginning part of the lesson and the quantitative when
you break into working with your groups. Is that good with you?

Is there anything you want to ask me? No

 Classroom Teacher Qualitative Obser-vation
Teacher: Mrs. B.
Observer: O'Nesseia
1. SUBJECTMATTERCONTENT
(Shows good command and knowledge ofthe subject
matter; demonstrates breadth of mastery)
2. ORGANIZATION
(Organizes subject matter; evident preparation; ttrorough;
states clear objectives; emphasizes and states main
3. RAPPORT
(Holds the interest of the students; is respectful, fair, and
impartial; provides feedback, encourages participation;
interacts with studentsl show enthusiasm
4. TEACHINGMETHODS
(Uses relevant teaching methods, aids materials,
techniques, and technology; includes variety; balance,
imagination, group involvement; uses examples that are
simple, straightforward, precise, and appropriate; stays
focused on and meets stated objectives)
Subject Observed: Grade 5 Language Arts - Writing
Date and Time: November 9, 2021 l:30 2:15 PM
While this subject matter is new for Mrs. B this year, she still demonstrates
strong knowledge of the subject matter. She has done an extensive amount of
prepmation. She has her slide show ready for students to view and during her
lesson she makes reference to where the students could find reading materials
in the classroom as thev are dealine with Menlor text.
Mrs. B is well organized for her LA Writing lesson. Her slides are clear and
colourful. The students follow along as she asks questions and direct their
attention to the slides.
It is obvious that Mrs. B has developed a good rapport with her students. She
is fair, respectful and engaging in her interactions. She demonstrates a love
for her students aad encourages them to participate and leam.
Mrs. B. uses a variety of effective teaching methods. She started with a
review of the previous lesson then she introduoed students to the lesson
through a series of questions. A great discussion was sparked when she asked
"What does it mean if you have a mentor, if I say to you my mentor is Mr.
Bolton or Mrs. E, what does that mean?" The students raised their hands and
the teacher chose students to give their idea. She took the students' response
and praised them for their great answers. The teacher inhoduced the lesson
and directed students' attention to the smartboard where she has a verry
colourfrrl presentation ready to share. It has a huge picture of Mario on it. She
explains that they are going to use mentor text to look at their character.
One observation I see is that not all students get a chance to answer
questions. She takes answers from students that raise their hands. There
appear to be students who are very quiet and they may not get a chance to
speak unless they are called on specifically.
5. PRESENTATION
(Establishes course or classroom environment conducive
to learning; maintains eye contacq uses a clear voice,
strong proiection, and proper enunciation)
6. MANAGEMENT
(Uses time wisely; demonstrates leadership ability;
maintains discipline and control; maintains effective
management)
7. SENSITIVITY
(Exhibits sensitivity to students' culture, gender
differences, and disabilities, responds in a non-
threatening, pro-active leaming environment)
8. ASSISTANCE TO STUDENTS
(Assists students with academic problems)
9. PERSONAL
(Evidence of self-confidence; maintains professional
comportment and appearance)
10. PHYSICAL ASPECTS OF CLASSROOM
(State location and physical attributes ofthe classroom,
number of students in attendance, the layout ofthe room,
distractions ifany; any observation ofhow physical
aspects affect content delivery)
Mrs. B led the students through her lesson with a series ofquestions and
answers. They sparked a really good discussion about mentor text and which
book series the students enjoyed reading.
Mrs. B. manages her classroom well. She is firm and fair in her expectations.
I notice the students responds well to her instructions, expectations and
redirections
The teacher is sensitive to the needs of the students and their differences. She
has obviously created a leaming environment that is safe, caring, respectful,
and welcoming. She is also proactive in maintaining and enhancing this
environment. She works well with the students and is effective at checking
for understandinq.
Mrs. B is sensitive and effective at helping students who need assistance and
intervention. Ty raised his hand when everyone was directed to start their
independent work. "Yes Ty," said Mrs. B. I'm not sure what to do, can I have
some help please?" Sure, what is giving you kouble?"
Extra time was also spent with two students who are not at reading level. She
read with them and then guided them through a series of questions about a
time when they had to exercise patience. (It was a great conversation to
listen).
Mrs. B. demonstrates self-confidence, efficacy, humour, and professionalism
With a class capacity of 18 students the physical aspects of the classroom are
laid out well and appear intentionally planned. The class is well decorated
with leaming materials; charts, posters, colourful bulleting boards to the
sides, back and front ofthe room. There are also shelves on either side ofthe
room which are being used for studenl materials and classroom supplies as
the seating areas are obviously not big enough to hold student materials. On
one side of the room which is not very big, six students are sitting on combo
desks and chairs while the other students are seated around 4 small tables that
is holding about four students comfortably. The tables are situated one
directly in front of the class, one in the middle of the class, one to the
opposite side and one to the back of the room that seats only two students.
The students and teacher do not appear to have much room to move around
but the seating arrangement seem to work for the setting.
 Classroom Teacher Quantitative Observation
B.
Teacher: Mrs. Subject Observed: Grade 5 Language Arts - Writing
Observer: O'Nesseia Date and Time: November 9,2021 I :30 - 2:15 PM

Student Responses
Group 1

Students Jay OR Jac Mvl Mak Matt Ch Wy Jul Total

Number of
times they
are called on ii I] ll 111
lwl
by the
teacher

Total Tally
Marks lV-1-{ )-, NR 2 e N"o^ N( 6 IL,

Percent D% 12"5"/,.
r-',
v/2 Cj)
12,5"L t8'757" til-7.5% ot 07, 975'a 100

Group 2
Students Ad Dx I K Ken Ap Eth Kay Ty Total
Number of
times they
are called on
ill li i1
by the
teacher

/) a r)
Total Tally
Marks J I f\.p. t" I NR tc
Percent 3o% W?" O/t", to/, o/o 2a% la7. 0% Z0 "/CI 100
Ke-s: NR - No Rosp<;..*€
Post-Evaluotion Questions Novgr'nbrr t5' ac'D-r

Questions Answers

Did everything go according to plan during the lesson? If -\les *tenl smoo+h\
so, why do you think it went so smoothly. If not, how did
you adapt your lesson to handle the surprises?
- Cottred mded orrilorcts
- ldtcfis $erc eff{qqed.
€st

-r[es.I v{o< ab\r {n"cover the iffrnortance

Did you get the learning outcomes you expected from the ot- teocoif\q trc..t cntcdor ttxtst s&dqrih
lesson? Explain.
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tiPi(Pisnd this coqctg! *rd utqre-
oHt to rI.

Ifyou could change anything, what would you have done

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clifferenfly? of rnr&0. ttxls (mme rroNi\1)

:r. ke<-\ gtu&en\s we(( vrf.l {nsn(d

Could you have done anything differently to boost student
engagement throughout the lesson? m thiq \egstrt

t. Hurnor qnd s{0ftes orc o }ey point in kKpr\

Give me three key takeaways from conducting this lesson.
st"drcb enqoqcq. da t..+dwd iri d*rxSorl
Do these takeaways impact your approach moving
x. I nttd to tndte Suxt AlLstrr&nts
forward?
iiia"to* obo* q$d{usl'* 6*'
s*idtrk cm rrss'to $nonr

What opportunities did you give your students to extend t4d No. a did o rpqrtner" orrd
lt*o, ut'*!r
nPkrct'rt
their learning beyond the classroom with this particular thn oee +M icsludsd $JocK
Iesson?
d hutc.
 Questions Answers

{hin\c thel frqevr mJ o6 fiorn,

Based on your daily interactions with your students, how
do you think they perceive you?
How did you assess student learning as you went through
the lesson? What did this tell you? Is there anlthing you
need to spend some additional time on based on the
feedback received from these assessments?
What goals are you working towards for yourself and your
students as you progress throughout the school year?
1
bL* Kind qnd firn aq wrlt.
- Bur*ioo and qr6$er tiirc.
- dH?t;' 6#r;d"S' u"na.i*iit +\e cacrcpl'
- i Oit u\\nr te*sre mr this su\cct 0s wqt\'
H.rs"H. t{qLe sure h intufiiono\h1 arrstioo d
st'iorr*s to chml ftr un&rs*ondirq.
ghrfu{*sr To becrru, mom indqrndc6 qs wr*rrs'

How wili you utilize what you taught today to make As ws- cc..'ttroLtc- 0n our Wnrticg 'torrraqii
connections/bridges with previous content and future 1- v.lilt hqvt s+udenk ust rrerltr **t to l
content? e$rorxt thtir Fleorql Writln5'

Nt rpttd on to $qtt csrk's '

After I finished myckrrrv?i[".rand left the classroom, what
happened next in the classroom?

'{qs. llolina others wqtch Va,'' fuoth hclp<

Do you feel that this process has made you a tretter .{otr ro see u6rh ,y tf #.,V:l snd urrirr(
teacher? Explain.
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