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ILW Session 4 Clinical Supervision Tools
ILW Session 4 Clinical Supervision Tools
ILW Session 4 Clinical Supervision Tools
Time
(minutes) Information Giving Teacher Answering Praising Direction Giving Correcting Reprimanding
Questioning
1-5
6-10
11-15
16-20
21-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
Time ended:
Class:
Date: Teacher Questions
Time began:
Question Tally 5 Tally 10 Tally 15
Category min. min. min. Total Percent Comments
Evaluation
Synthesis
Analysis
Application
Comprehensio
n
Knowledge
Date:
Key:
A = at task
TK = talking (social conversation)
P = playing
O = out of seat
A.
OT = off task
Gardner’s Model for Performance Indicators
Elements Response Observations
Date: 6-28-04
Class: 3-310
Date: 5-18-04
Class: 10-406
Sb Sc Sd Se
Sa
Sg Sh Si Sj
Sf
Sl Sm Sn So
Sk
Sq Sr Ss St
Sp
Sv Sw Sx Sy
Su
L.C.
L.C.
T.D.
C.B. C.B.
Back of Room
L.C. L.C.
A. Feedback
B. Teacher-Pupil Interaction
Time Student: _______ Teacher: _________
9:05
9:13
9:18
9:30
Nonverbal Techniques
Anecdotal Observations/ Student Responses
Nonverbal Technique Frequency
Proxemics
Standing near students(s)
Moving toward student(s)
Touching student(s)
Moving about room
Kinesics
a. Affirmation
Eye contact
Touching
Smiling
Nodding
Open arm
movements
b. Disapproval
Frowning
Stern look
Finger to lips
Pointing
Arms crossed
Hands on hips
Prosody
Varies voice tone
Varies pitch
Varies rhythm
Immediacy
Responds with warmth
I. Diversity Instruments
A. Indicators of Culturally Diverse Learners
Response
Teacher Indicator Yes No N/A Comments
Displays understanding of
diverse cultures
Displays personal regard for
students of diverse cultures
Uses instructional materials
free of cultural bias
Uses examples and materials
that represent different
cultures
Promotes examination of
concepts and issues from
different cultural perspectives
Intervenes to address acts of
student intolerance
Uses “teachable moments” to
address cultural issues
Reinforce student acts of
respect for diverse cultures
Class:
Date:
Time:
Class:
Date:
Time:
Yes No N/A
Connect comments to previous ideas
Students elaborate and build on other’s ideas
when they:
Make comments related to the focus of the Yes No N/A
discussion
Introduce new, related issues Yes No N/A
Listening carefully
Yes No N/A
Talk about issues rather than participants
Yes No N/A
Assist in clarifying or expanding a proposition by:
Modeling methods of restating arguments Yes No N/A
and ideas and asking if they are expressed
correctly.
Modeling and providing practice are
responding appropriately to criticism Yes No N/A
Modeling expressing own puzzlement or
confusion
Yes No N/A
C. Read Aloud/Story Time
Teacher Behaviors Yes No N/A Comments/Examples
Introduces book by showing cover and
reading title. Encourages students to share
thoughts about book based on these
features.
Reads name/s of author and illustrator. Asks
students to point to title, author, and
illustrator and encourages discussion about
these features.
Introduces at least three words that will be in
story by showing cards with words and
pictures representing them.
Attempts to capture/maintain students’
interest. Uses facial expression and changes
in tone, pitch and so on to represent
different characters and emphasize words or
facts.
Involves children throughout the story by
encouraging comments and questions
Ask open-ended questions, such as What if?
What would you do if? and so on, and
provides wait time. When voluntary
responses are limited, initiates discussion of
facts, plot and/or characters.
Teacher Behaviors Yes No N/A Comments/Examples
Involves children in extension activities by
creating charts or other visuals, for example,
T charts, story maps, word/character webs.
Invites children to retell story in their own
words (through pretending to read the book
to the class, using puppets, ect.
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