REFERENCE DOCUMENT FOR GTA OBSERVATIONS

Department of English -- UPRM

Name: _Natalia Morales Class: INGL 3104 Intermediate English II Ch 318
Observer: Kevin Carroll Date: March 5, 2014
Number of students: 21 Time Class Started: 8:30am Time Class Ended: 9:20am
Directions: Respond to each of the following statements with one of the following:
Y= Observed Behavior, N= Not Observed Behavior, NA= Not Applicable.
Add comments to clarify, expand, or explain.
Statements
Y, N, or
NA
Comments
Organization
1. Took class attendance.
Y Used students papers to determine
who was in class or not
2. Was well prepared for the class. Y Well prepared
3. Stated the purpose and objectives
of the class session.
Y Objectives of the class were clear,
students knew what was expected of
them.
4. Presented a brief preliminary
overview of the content.
Y Good job overviewing material.
5. Made explicit the relationship
between today's and the previous
class session.
Y You had a nice explanation at the
beginning of the lesson that showed
how these classes were building off
of each other
6. Defined new terms, concepts and
principles.
NA
7. Summarized main points. Y/N
8. Identified what s/he considered
important.
Y Used handout to identify areas that
were more important than others.
9. Utilized a variety of instructional
strategies during the class session.
Y
Content and Clarity
10. Arranged and discussed the
content in a systematic and
organized fashion.
Y The class was centered around peer
work where students were given a
handout and had to walk their peer
through their body paragraphs
11. Asked questions periodically. Y Good job walking around the class
asking questions to students. You
also did a good job with Q&A at the
beginning of the class .
12. Presented clear and simple
examples to clarify very abstract
and difficult ideas.
NA
13. Used alternate explanations when Y Moved around the room to provide
necessary. different examples when necessary
14. Explicitly stated the relationships
among various ideas.
Y
15. Periodically summarized the most
important ideas.
Y
16. Slowed the word flow when ideas
were complex and difficult.
Y
17. Related the day's material to
upcoming sessions.
Y The peer review activity allowed
students to work toward what they
were going to do in the future
classes
Media Usage
18. Writing on board/overhead/slides
was legible.
Y The handout was easy to see
19. Information presented on
board/overhead/slides was
organized and easy to follow.
Y
20. The AV-materials used added to
the students' comprehension of the
concept(s) being taught.
Y The handout was even more
effective then the actual stuff on the
projector.
21. The AV-materials were handled
competently (e.g., the instructor did
not walk in front of the image for
overhead or slide projector; the instructor
spoke to the class, not the screen or
board; etc.).
Y Good
Questions
22. Asked questions to see what the
students knew about the topic.
Y Excellent job asking questions
throughout the large group
discussion
23. Addressed questions to individual
students as well as the group at
large.
Y Good job both moving around the
classroom but also engaging the
students in a large group discussion
24. Used questions to gain students'
attention.
Y/N I think you can use even more cold
calling in the small groups. Perhaps
make students write on the board as
well
25. Paused after all questions to allow
students time to think of an
answer.
Y
Questions (continued)


26. Asked probing questions if a
student's answer was incomplete
or superficial.
Y Good job getting student to elaborate
on their thesis statements and
identifying things that will make it
more effective
27. Repeated answers when necessary
so the entire class could hear.
Y
28. Received student questions
politely and enthusiastically.
Y EXCELLENT. You were very
accepting and inviting.
Interaction
29. Addressed students by name.
Y/N You got confused with one or two
students names but for the most part
you knew them
30. Praised students for good ideas. Y When students participated in the
discussion at the beginning of class
you praised them for their
participation
31. Established and maintained
extensive eye contact with the
class.
Y Great eye contact and movement
throughout the room
32. Listened carefully to student
comments and questions.
Y As students had questions you did a
good job answering questions and
making sure people understood
33. Provided appropriate feedback. Y As you walked around you read
students work and gave good
feedback
34. Noted and responded to signs of
puzzlement, boredom, curiosity,
etc.
Y
35. Encouraged student questions,
comments, and discussion.
Y
36. Tolerant of other viewpoints. NA
37. Displayed interest and concern for
his/her quality of teaching.
Y Natalia is always willing to improve
her teaching and takes criticism well
and looks to incorporate them in
future lessons.
38. Talked with students after class.
Delivery and Style
39. Voice could be easily heard.
Y Your voice could easily be heard
throughout the classroom
40. Voice was raised or lowered for
variety and emphasis.
Y Good job varying your voice and
tone
41. Speech was neither too formal nor
too casual.
Y Good push to have students use
English in the class,
42. Rate of speech was neither too
fast nor too slow.
Y Great rate of speech
43. Varied the pace of the class to
keep students alert.
Y
44. Spoke at a rate which allowed
students time to take notes.
Y
45. Spoke in English with the
students.
Y Good job using English throughout
Rapport, and Enthusiasm
46. Spoke expressively or
emphatically.
Y
47. Used appropriate body movement,
gestures, and facial expressions.
Y
48. Extemporaneous delivery of
material.
Y As students did not necessarily have
great thesis statements you did a
good job making sure they did.
49. Displayed respect for the students. Y
50. Was friendly with students, and
easy to talk to.
Y
51. Used humor at appropriate times. Y/N You were
52. Students were free to interrupt at
any time.
Y
53. Provided a warm classroom
environment.
Y You provided a warm environment
where students were able to
participate effectively
54. Displayed confidence in self and
what s/he was doing.
Y You looked confident
Additional Comments: See comments below


* Adapted by Dr. Gayle Griggs from material in Improving Your Lectures from the University of Illinois at
Urbana-Champaign; and from Teachers and Students, Center of Teaching Effectiveness at the University of
Texas at Austin.

Observation notes

8:30 am Class started on time instructor starts by sending around the attendance sheet.

8:31 am start review of the various short stories that students had read and then the
moved into a instructor led discussion of the elements of fiction and then they
transitioned into a peer review activity where they looked at various aspects of essay
writing.

8:34 am uses template or mini lesson that was developed in the EWC for the structure
of an essay with special attention to the body paragraph, and yes and no answers to
examine the effectiveness of key paragraphs.

8:38am hands out the sheet

8:42am students are put in groups and given 20 minutes for the activity

8:46am good job addressing students who were not prepared, and tried to give them
feedback. Good job walking around the room making sure students were on task.

8:52am consider making students hand in their activities at the end of the class so that
they know what they are going to be held accountable.

8:59am good job telling students the good aspects of what they are doing well and what
you are expecting transitions, topic sentences etc.

9:03am activity will end

9:06am activity comes to an end.
9:07am instructor asks students to share their own thesis statements Two groups
volunteer theirs TIME FOR COLD CALLING no need to ask them if they want to
they just spent 15 minutes doing them.

You can have them share or randomly call on them. (tell them you are going to do this
before you start).

9:10 am read a thesis statement that needed some work and asked good questions to the
students to get them to.

You have great wall space and white boards. Perhaps you can use these more in
the future

9:17am goes over the purpose of peer review of the students papers.