OBSERVATION NOTES/CONCERNS FROM INITIAL VISITS!

In each class that I visited, rules and classroom procedures were posted. My visits and observations have been focused primarily on TPG teachers new to the school or district. I have been well received and the teachers are eager to learn and appear to be genuine in their efforts to perform effectively. The following are suggestions to address concerns noted as a result of my visits and observations. 1. Remember, to simply post the rules and procedures, is not sufficient, they must be followed. Students will need constant reminders to adhere to them. 2. Objectives for the day and standards were posted. Some objectives were not written very well. Objectives must be stated in measurable terms. They must address what the students will be able to DO. To state, TSWBAT understand, or listen or remember, is not a proper objective. Students should be expected to do something to show that they understand, listened or remember. 3. In several classes teachers were lecturing. Please note that instructional strategies must be varied. While this method of instruction may be the preferred method, it perhaps is so because of your comfort level and it is probably the method that you are most accustomed to. However, its effectiveness is enhanced by the use of other instructional approaches. As you meet with the curriculum coordinator in your schools, and through your departmental meetings, you could benefit from the sharing of ideas regarding instructional strategies. Students must be actively engaged and involved in order to maximize their learning. In one class I visited, the teacher lectured constantly for 35 minutes. She did not engage the students at all. The teacher asked no questions and dismissed students when they tried to ask questions. Students were not even allowed to take notes. The teacher wanted the students undivided attention. So she said, do not take notes now, I will give

you a chance to do this. She never did. The lesson was boring, ineffective and simply a waste of time. Please address each learning modality, visual, auditory and tactile, as well as the learning styles of all students when instructing. If you must use the lecture method, insure that the students are engaged and actively involved. Ask questions to keep students involved. Provide students with links to previous learning. Provide ways for students to organize and think about what you are teaching. Engage students in various projects that will cause them to problem solve, generate hypotheses, analyze and investigate and apply the content presented.

4. Do not become a slave to worksheets. Again, this is a connection to instructional strategies. Avoid the overuse of worksheets. There are other means of providing opportunities for students to practice and apply content. You can use: cooperative groups, projects, guided practice, etc..

5. Watch your pronounciations! For example: barometer is pronounced barometer, not baro meter, executive is pronounced exec utive, not exi cutive, atmosphere is pronounced atmosphere , not at mos sphere. The problem- Older students will most likely correct you. Younger students to whom the words are new will not know the difference, consequently they will pronounce the words as you have directed. I observed this error both at elementary level and in Special Ed classes.

6. Make certain your writing is correct! While there may be some verbal communication errors due to dialect or the weight of your accent, all written work should be correct!

7. Do not let your class be dismissed by the bell. When the signal is given to change classes, students should not be allowed to just jump up and run out. Exits from class should be orderly and controlled by you the teacher. Make certain that procedures for entering and exiting
2

class are in place. Make certain that you bring closure to the lesson of the day. This is a good time to do a further check to see if students met the days objective. A good thing to do is to have students give you an exit slip. That is, as part of your assurance that they understood the lesson of the day, students could write a quick summary of the lesson, respond in writing to questions asked at the end, or write a test question based on the days discussion. The point is to bring orderly close to your lesson and effect and orderly exit from your class. You have got to maintain order and control. 8. Do not tie behavior to grades. A students academic grade must not be reduced because of his behavior. If the student has earned a grade of say 90, his grade is 90 regardless to his behavior. Reduction of academic grades should not be the consequence for poor behavior.

9. Watch the pace of instruction and keep students engaged at all times. If the pace is too slow or if students are not being taught at the appropriate level, you will lose control of the class. Secondly, as you move around the classroom, providing assistance to other students, do not become oblivious to other students. Stay tuned in to your students at all times.

10.Always address the inattentive student and hold students accountable for the required work. Students should not be allowed to sleep in class or place their heads under hoods.

11.Monitor and adjust!! If lessons are not going well, if the strategy you selected is not working, make the adjustment and change to keep students interested and focused. 12.While it is OK to refer to students as sir it is better to refer to them by their names. Its just a little more personal.

13.Praise and/or acknowledge students when they are behaving as you have directed!

14.Engage the reluctant responders. Some students are not comfortable speaking out, make special effort to involve them. Help them have some success and hold them accountable as well. 15.Special education teachers, read your students IEPs and be sure that your instruction addresses their IEP goals as well as well as the standards. Direct instruction (whole class) may not be the appropriate mode.

16.Make certain that the content you provide is accurate!

17.Keep your classroom clean (i.e. desks out order, paper all over the floor)

18.Always be prepared when students enter your class and tell them the objective and plan of the day. The manner in which the class or period begins sets the tone for what happens next.

19.Make certain that instruction is at the appropriate level. Do not teach above students level of understanding.

20.A lesson design to follow: a. Get students set to learn by surveying to see if they have the requisite skills/knowledge to address the objective of the period. b. State the objective and purpose of the lesson. c. Provide input! Give students the new knowledge that they need in order to for them to reach the desired outcomes of the lesson. d. Model for students the desired outcomes. Use several examples. Talk them through the process. E. Make certain that you check for understanding. f. Next is guided practice. Give students the opportunity to practice their new knowledge or skills under your
4

direct supervision. Continue to check for understanding and correct error as you see them. g. Finally, they are ready for independent practice when you feel comfortable with their level of understanding. Do not provide independent practice until you are sure students can do the work without serious errors. 21.Do not refer to students as YOU PEOPLE.

22. Make certain that you that you remind students of the rules and procedures frequently. As you review the rules and procedures, be sure to clearly explain the rationale for each rule or procedures.

23.Do not get in students faces in an aggressive manner to address misbehavior. You can face a student without appearing threatening! Keep your distance; control your facial expressions and your tone of voice. Make certain that you speak clearly and deliberately. Do not yell. Be persistent until the behavior is under control.

24.Use subtle cues! If a student is misbehaving, you can make eye contact with the student and perhaps move closer to him/her to alert him of his unacceptable behavior, or you may use a physical signal such as a finger to your lips or a shake of the head to indicate that the behavior is inappropriate. Obviously, if subtle cues do not work, you must tell the student to stop the behavior.

25.Keep your emotions in check. Do not allow your frustration with student behavior to cause you to act inappropriately. Rolling your eyes at students snatching papers from their hands, getting loud with them and engaging in, verbal battles are extremely counterproductive and could escalate into more serious situations. . 26. Take a personal interest in students. This helps to establish the much needed positive student/teacher relationship.

27. Do not be afraid or reluctant to make referrals to the administrators and or seek their assistance. While you are expected to manage your classroom, there are times when all of your efforts may fail and behaviors may need to be addressed at a different level. There are also times when the behavior is such that you must send an immediate referral to the office. Referrals to the administrators are only seen as poor management if you have not made the appropriate efforts to handle the issues within your classroom. For example, do you have a good plan? Has it been approved by the administrators? Have you used appropriate interventions? Have parents been contacted? 28.Stay tuned in and be aware of whats going on in your classroom at all times.

29.Be proactive at all times. Remember, some problems cannot be solved; they must be prevented! 30.Stay positive! Remain focused! Be receptive to constructive criticism! Seek out the assistance and help that is readily available within your respective schools and districts. You will improve!!!

As you read these notes, if you have questions, please feel free to contact me by phone or e-mail!! I will be happy to provide clarifications and assistance.