Observation Sheet Questioning

(Please complete this form for both primary and secondary professional experiences and
place in your ePortfolio)
Graduate Standards - AITSL
Professional Knowledge:
Professional Practice:
learning

1. Know students and how they learn

2. Plan and implement effective teaching and

Question Type
Do you feel your questions
were clearly structured and
readily understood by the
students?

Yes, I do believe the students understood my question and I what I

asked them to do during my lessons. All of my students attempted
to finish the activities I asked them to do and they behaved in a
manor I asked and wanted during the lesson.

Did you use a variety of

question types?

Yes, I did use a verity of questions throughout the lesson to keep

the entire class engaged in the lesson. I stared my lesson with lower
level thinking questions but progressively I made them challenging.

What balances was there

between the various
questions types?

I tried to have a good balance and cater all my students throughout

my lesson. To do this I stared the lesson with lower level thinking
questions and slowly mad them challenging as the lesson
progressed but I still had some low level thinking questing
throughout the lesson.

Consider both why and

when you made use of the
different question types?

I used the lower level thinking question at the start of the lesson to
get the student thinking about the lesson and get them engaged in
the lesson. During the lesson I used a verity of questions to ensure
that my students understood and were paying attention. At the end
of the lesson I asked some reflection questions to get them to think
about what was learnt and use that knowledge to answer the

question.

Distributing and Directing Questions

Did you recognise any
pattern in the distribution of
your questions amongst the
students? Consider reasons
for this pattern?

I asked question from all my students in my small group lesson and

in my whole class lesson I asked question from students who
seemed distracted to regain their attention and to get those students
involved in the lesson.

How have you directed

questions to the group?

I started my lesson with low level thinking question and ended the
lesson with higher level thinking question, During the lesson I had
a verity of question of higher and lower level thinking question.

Have you used wait time? Yes, I provided my students with enough time to prepare their
answer before they shared it with the class.

Did you make eye contact

with the group as you
directed your questions?

Yes, I did make eye contact with my students when I directed

questions and maintained eye contact with the all of my students
throughout my lesson.

Reactions to Students Responses

How do you deal with
correct responses? Do you
qualify any praise given?

I phrased them with positive feedback and encouraged all of my

students answer question and to participate in class discussions.

How do you deal with

incorrect responses? How
do you deal with students
who stumble and grope for
an answer?

I phrased them for trying and having a go and getting actively

involved and engage in the lesson. There werent enough students
volunteering to shire their responses, so I didnt have any one
stumble or grope for an answer but I had to encourage students to
get involved.

What use do you make of

the students responses to
develop the teaching point?
Have you redirected any
questions in order to add to
an initial response?

I even though my students understood what I wanted them to do, I

should make my instructions specific and be very precise when
structuring the questions.

Are you the only evaluator

of the students answers?

I am not the only evaluator of the students work; their peers (other
students), parents and other teachers are some other evaluators of
the students work. Most importantly I think that the student
themselves are their own evaluators.

Overall Comments

I need to improve my question structuring g skills. Need to remember to phrase my student as

much possible and to make the feedback personalise, so they can reflect on it and improve. I
thought my whole class lesson went well, better than expected and was surprised with their
behaviour on how well behaved they were during that lesson. I think at the end of the lesson
they all knew what stage they were at and the areas they need to focus on for the next lesson.
Observation Sheet Management
(Please complete this form for both primary and secondary professional experiences and
place in your e portfolio)
Graduate Standards AITSL
Professional Practice:
1. Create and maintain supportive and safe learning environments
2. Planning for Effective Management

Yes, it was helpful and helped me to stay on track with the lesson
and reminded me what I had to do and to keep up with the timing
of the lesson. The students were engaged in the lesson and they
had to actively participate with the group and with the class,
e.g. How did the students
because in both my lesson I had a presenting activity planed. I was
react to your lesson overall
really surprised with the year 11 students because they took a lot
and to your planned
of time to finish the activity. But their behaviour was excellent.
activities?
There was a verity of activities in both my lesson, they both
involved gathering of information and presenting it to the class or
Did anything unexpected
to the group. I was not satisfied with the time of the lesson
happen?
finished 3 minutes earlier than expected. Yes I was able to change
Did you provide a variety of my lesson and had to change my lesson completely the day before
activities?
my lesson because of the sports carnival.
Was your lesson plan
effective for managing the
class?

Were you satisfied with

your timing, particularly for
the end of the lesson?
Did you feel you were able
to change things if needed?

Were you aware of

classroom procedures and
school disciplinary policy?
How much did you know
about your students?
How did your mentor
teacher maintain a safe
learning environment?
What strategies did your
observe your mentor
teacher using to maintain

Yes, my mentor teach informed us withal the class room

procedures and disciplines of the school even though some
students completely ignored them. With inappropriate behaviour
the student was removed from the class or was held back and
mentored to after class. With inappropriate uniform the student
was sent to get a dress pass.

this?

Maintaining a Positive Attitude in the Classroom

How did you demonstrate to
the students that you valued
them, and enjoyed
learning?
e.g. Tone of voice, facial
expression, sense of
humour, introduction to
students and topic.

Which aspects of your

teaching style do you feel
helped you maintain class
attention?

I was walking around the class and asking question form the
students and checking on what they were doing on their laptops.
I was observing their behaviour and engaged in friendly
conversation with them. I had a positive attitude and friendly tone
when engaging in academic conversation with the students.

The whole class activities where the interest was at class level
really helped and group work , getting my students work in
groups to focus on one activity also help in maintaining class
attention and to keep all my students in task.

e.g. Variety of activities,

class or group discussion,
pace of lesson, interest at
class level.
Did the students know what
was expected of them?

Yes, I was really clear with what they had to do and all of my
students followed the instructions.

Were you able to redirect

energies of attention
seeking students? Did the
students have enough
to do?

Yes, the students had enough to do but they took longer than
planned to finish the activity. By keeping an eye on the groups that
seemed a bit off task and then by using proximity really helped me
with redirecting their energy back to the activity on hand.

Dealing with Minor Misbehaviour

Were you aware of what
was happening in all parts
of the classroom? Did you
know what each student
was doing?

I was aware of what was happening in the class but at the end of
the lesson for a short period of time I wasnt aware of what was
happening. This was because as the students were packing up I
had to check the laptop trolley to make sure all the laptops were
replaced properly.

Did you take any action

when you observed poor
behaviour? Why? Why
not?

Yes, when some students were showing poor behaviour I used

some non-verbal cues to get their attention back to the lesson. This
happed during the group activity. I used proximity and contact to
get my students to focus on the task at hand.

Did you use non-verbal

cues? e.g. Contact, pause,
gesture, movement toward
student/s concerned.

Yes, I used a lot of non-verbal cues to maintain class room

attention and to get the students engaged in the lesson. Proximity,
contact and pausing was constantly used during my lessons to
keep the students on task.

Overall Comments

During my lessons behaviour management went well. To my surprise they behaved

extremely well. They did the work I asked them to do, because it was a group
activity sometimes they got distracted in their own conversations but is was not
difficult to regain their attention back to the activity.

Schools as text looking at the whole school

Describe the school in terms of
its demographics, appearance
and resources (be general here
and do not name the school).

What were the roles and

responsibilities of the teaching
staff you observed?

I think the class sizes were too big especially in the lower
school classes, I think 32 students is too much for one
teacher. This resulted in not having enough resource for
all the students and because of this some students were
disengaged and didnt participate in the activity. The
general behaviour of some students was disappointing.

The teacher was responsible for the students safety

during the lesson. Their role as the teacher was to deliver
the lesson content according to the curriculum and make
the lessons academically appropriate for the students in
the class. And behaviour management throughout the
school.

What did you observe non-teaching

staff doing to support teaching and
learning in the school?

The non-teaching staff assisted teacher in behaviour

management and encouraged the students to participate
in the lesson. They walked around the class and assisted
some students.

Students
You will have observed the
diverse nature of your classes.
How was this diversity
supported?

I did see multicultural and academic diversity in most

classes. All the students were treated the same and was
in an inclusive environment. But not all the students were
encouraged to get involved in the lessons. The academic
diversity was supported with have different path ways
from focus classes to extension classes.

Function of Schools
Did you observe the connection
of your schools with the broader
community? How did this
happen?

What do you think the function

of school is?

There was the sports carnival and some parents were

present. But I did not observe other community connections
for students but there was a program that helped teachers
with improving their classroom management skills there
was a staff meeting about it. But that program was
organised for next year.

The function of a secondary school is to provide the

students with lesson content and teach them but the major
part of the learning process is student centred. A school
have to provide a healthy and safe learning environment
with adequate technologies and resources for the students
to actively engage and enjoy learning.