Jennifer Stanley Practicum Dr.

Sherry Rankins-Robertson 16 October 2012 Peer Observation Report of Bethany May Bethany May teaches two sections of Composition I, and I observed her Monday/Wednesday/Friday 8:00 a.m. class. Prior to the observation, I had a chance to discuss Bethanys teaching plans for the week, specifically her plans for the observation day. Her students read the chapter in Joining the Conversation on evaluative writing earlier in the week and spent some time that week narrowing down their assignments. On the evaluation day, her students brought in what they perceived to be their final topics, and they also brought in a review of anything of their choice. Bethany had a great rapport with her students. She greeted each of them by name, and she had a calming presence in the classroom. She began class by having each student talk about their topic; however, they did not simply state their topic, as she provided ample commentary and suggestions for each student. It translated that she cared about her students success and really wanted to ensure their topic would work for the assignment. Next, each member of the class shared the review they brought. Most of them were tech reviews a significant amount of iPhones, Androids, laptops, and operating systems, for example. One student brought in a music review of a band that he said was horribly written. Bethany inquired as to why and engaged in a discussion with the

student that led to talking about audience. She did a wonderful job on that segue, as her next assignment was for the students to either on their own or in small groups write how they would change the audience for their review. For example, one student brought in a review of a 2005 Chevy Trailblazer. The review was written for an automotive-savvy customer, and his idea was to re-write the review for a 16-year-old girl. It was an excellent use of both learning evaluative writing and audience. Bethany continued the audience discussion by asking the students to consider the audience for their own evaluative papers. Who would want to know something about your topic? She introduced an assignment at the end of class for each student to come up with five questions for five people that would gauge interest in their topic. One example is a student who planned to review UALR for potential incoming students who were currently high school seniors. Bethany explained to the student that her five people would be five high school seniors. The time flowed well, and she handled the class effectively at all times. The students seemed have several clarification questions about the five questions assignment. One student in particular did not seem to understand what was expected, but Bethany explained it as often, and in as much detail, as needed. In addition, two students were late to class, and one was over 20 minutes late. She simply went about teaching class and did not allow that student to disrupt. Other facets of Bethanys classroom included the use of some feminist pedagogical principles such as sitting in a circle and collaboration. She also allowed students to choose their own topics. I greatly applaud Bethanys use of common terms

we see in the Department of Rhetoric and Writing. You can tell her students are comfortable with rhetorical knowledge, genre, and audience, for example. The overall takeaway from my observation of Bethanys classroom is that she is an excellent instructor who is very engaged with her students. She seems to have clearly-defined goals and assignments, and her class does well with participation. There is an effective mix of lecture and interaction. Bethany will do well as a composition instructor, if she so chooses. The department is very lucky to have her!