Muna Hassan Observation #1 Fatima Al Zahra School Grade 2 28 sts

October 24, 2016 Odd and even numbers

Strengths Needs improvement

Has clear rules that are consistently reinforced
Does a good job of moving through the room and calling on
sts in the back
Asks sts to explain their answer.
Tr used a cooperative learning strategy
Good selection of activities
Tr was able to bring the sts back to order after the second
activity that became very loud and disruptive.
Tr prepared a back up activity for sts to move to when/if
they completed their work.
The introductory lesson took a long time from the
lesson and only a few of the sts were actively
engaged.
Sts started to lose interest in all the 1:1 teacher
centered activities after the first 10 minutes.
The cooperative learning strategy did not have a
strong math focus
The trs voice is constantly heard.
Group size is too big.
The level of explanation was too high too fast.
The higher level of differentiated activities was too
high for the sts, they could not read to solve.
There needs to be a way for the sts to self correct.

Competency Observations
Professionalism: Teacher was in class and prepared for the lesson ahead of time

Planning for learning: A lesson plan was prepared but the tr forgot to present it.

Implementing and Tr strongly implements her rules.

managing learning:

Monitoring and The teacher was monitoring the activities and documenting her findings.
assessment:

At the start of the lesson the tr reminds the sts of rules and how to raise their hands. Each st has a flower on a stick
that has her name on it.
Tr is doing a very good job of reinforcing her rules and her system, but she seems a bit harsh, constantly hushing the
sts.
The tr took a risk and conducted a cooperative learning strategy, but as the girls looked for their partner they did not
discuss any math, they simply looked at and compared each others pictures to find their pair.
The teacher is getting frustrated that the sts are not understanding, but she has pitched her teaching at a level above
where the sts are. She is dependent on abstract thinking, and for some of their activities pictoral, but she did not move
them through a concrete stage.
Tr was rushing to make sure she showed everything that was on her lesson plan.
Muna Hasan Observation #2 October 31, 2016 Grade 2 Place Value

Strengths Needs improvement

Teacher reminds sts of class rules to start the lesson.
The teacher is a lot more friendly and kind sounding.
Good use of visuals.
Has excellent control over the class and has introduced
management systems.
Materials are prepared in advance and placed on the tables.
Good selection of activities.
Realized that many sts were making the same mistake,
stopped the lesson and recapped.
The teacher is constantly talking, even when she
does not need to be, repeating herself over and over
again.
Moving on when students are ready
Tr needs to make sure she SEES what the students
are doing and take the time to find out why they are
doing things the way they are.

Competency Observations
Professionalism: Tr is in the class on time and prepared before the start of the lesson.

Planning for learning: A lesson plan has been prepared and presented.

Implementing and Uses a variety of teaching techniques.

managing learning:

Monitoring and Circulates amongst the students, making sure students are on task. Documentation of
assessment: student ability was seen.

Activities are relevant to the lesson and help to deepen student understanding.
This lesson feels more like a second grade lesson than the previous one.
Tr has prepared a number of activities and has the materials prepared and waiting in the middle of each table. She has
a complex system for accessing materials but the sts seem to understand it and it is working well.
The teacher is constantly talking, saying things like: who is ready, who is ready, put your hands up, hands, up, hands,
up.
The teacher needs to reach a point in her lesson where she realizes that a large group of her students are ready to
move on. At that point there needs to be a parting from whole class activities and a tr focus on the weaker students
who do actually still need help. This will probably involve regrouping of students.
The purpose of circulating amongst the sts is to see whether they have understood or not and react accordingly.