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These topics can help you
focus your observations. Read over each week’s topics before observing and look
for examples to note in your journal. You are not expected to address all of
them. In your journal, consider implications for teaching and learning. Review
journal notes in your team meetings each week.
Observation Topics
Week
3
Characteristic Adolescent
Behavior
Preoccupied with grooming activities
 |
Noisy
in many activities |
|
Lack
of coordination; clumsiness |
|
Pushing,
shoving, nudging |
Social chatter/giggling
|
Day
dreaming |
|
Flirting |
|
Attention
getting devices (AGMs) |
|
Writing
notes /folding elaborately |
|
Wriggling,
squirming and moving about out of seat |
|
Drawing
& doodling |
|
Knuckle
popping |
|
Checking
day-planners |
|
Challenging
authority |
| Behaving (or trying to) in a
mature, sophisticated, “cool” manner |
| Behaving (or trying to) in a
childish manner |
| Sleeping and being seriously
off task |
| Concern for peer and adult approval |
| Desire for recognition |
| Acting like a class clown |
| Dressing to peer expectations |
| Use of cell phones and PDAs |
Observation Topics
Week
4
Housekeeping
|
Describe some effective teacher planning and
organization practices |
|
How do teachers greet students at the beginning
of class? |
|
How are routine housekeeping duties (attendance,
bulletin reading, etc.) done effectively? |
|
How do teachers minimize confusion and get the
class on task? |
|
What routines can be used to organize collecting
and returning student assignments? |
|
What methods are effective in focusing student
attention? |
|
What motivational technique and/or anticipatory
sets are effective in the beginning of class? |
|
How do teachers clarify expectations for student
achievement and learning for the day’s lesson? |
|
How do teachers manage transitions between class
activities? |
|
How do teachers clarify what work is due and
homework expectations? |
|
What systems help coordinate classroom materials?
(dispensing, collecting, storing) |
|
What techniques allow orderly closure of class? |
Observation Topics Week 5
Classroom Management
|
Attendance,
grading, and classroom organization
|
|
Describe
some procedures for roll taking.
|
|
How
is the school tardy policy addressed?
|
|
How
is the school policy about food, drinks, etc. addressed?
|
|
Describe
effective regular seating arrangement.
|
|
What
methods work for bringing the class to order quickly?
|
|
Give
examples of “zero noise signals.”
|
|
How
do teachers maintain minimum “down time”/maximum “on-task time?”
|
|
What
are some “routine” class procedures for “routine” activities: collecting homework, returning graded work,
arranging make-up work, etc.?
|
|
How
do teachers return graded work in a timely fashion
|
|
What
are some effective and fair policies for make-up work?
|
|
How
can teachers be sure students understand how they will be assessed?
|
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How
do teachers assess student achievement by a variety of measures?
|
|
How
are special needs students accommodated in assessing achievement?
|
|
List
the types of records teachers can consult.
|
|
What
are some good record keeping techniques?
|
Observation
Topics Week 6
Discipline Policies and Procedures
|
What school discipline policies are in effect? |
|
Describe how different teachers have different
class rules. |
|
How are students informed about class rules. |
|
How do teachers perceive administrative support
regarding student misbehavior? |
|
Describe how teachers use proximity to maintain
classroom control. |
|
How do teachers deal with student misbehavior? |
|
How do teachers encourage civil behavior among
students? |
|
How do teachers document student misbehavior? |
|
How do teachers communicate with parents of
misbehaving students? |
|
What support systems are available to teachers
regarding student discipline? |
|
Is there a school policy on breaking up student
fights? |
|
Is there a security officer on campus? |
Observation Topics
Week
7
Student Diversity
Observation Topics
Week
8
Teaching Strategies
| How do teachers encourage “active participation” by all students? |
| How do teachers learn about students’ background knowledge? |
| How do teachers plan and implement strategies so students can work
effectively together in small groups? |
| Describe how teachers use questioning strategies in large group
instruction. |
| How is educational technology used to help student learning? |
| How is educational technology used to help teachers plan lessons and
assess student achievement? |
| How do teachers plan and implement lessons that develop students’
higher order thinking skills? (comprehending, analyzing, evaluating,
exercising creativity) |
| How do teachers impart a love of learning for their subjects? |
| How are ethics, morals and civic duty encouraged? |
| What techniques are used to encourage positive interpersonal
relations among students? |
| How do teachers communicate with their students’ parents? |
Observation Topics
Week
10
Teachers as Professionals
|
Describe
Department meetings. |
|
Describe
teacher union meetings. |
|
Describe
faculty meetings led by school administrators. |
|
Describe
your teachers’ involvement in special education IEP meetings. |
|
Describe
Technology Advisory Committee meetings. |
|
Describe
PTA meetings. |
|
Describe
School Board meetings. |
|
Describe
extra-curricular involvement of teachers in your department. |
|
Describe
teacher participation in professional growth activities. |
|
Describe
teacher involvement in professional organizations.
|
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What
facilities are available to support lesson planning? |
|
What
is the climate of the teachers’ lounge? |
|
What
do teachers usually do for lunch? |
|
Describe
a typical day for a teacher in your department. |
|
Describe
the role of the principal’s secretary and your teachers’ custodian in your
school. |
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