Deborah Schaffer

POST-OBSERVATION FORM

How did you feel about the lesson?
I felt good, but I felt as if I might have rushed. I wanted to push in so much but with little time. I introduced the lesson during read aloud. I always try to do a read aloud to introduce the content I am teaching in science and social studies.
(We discussed how very helpful this can be to the students.)


How did student behaviors compare with what you expected?
We did much better. There are some times where certain kids like to chit chat. There are some that throw themselves on the floor. At the first of the year I had a lot of problems with two students who have been taken out of the class.
I have one who calls out a lot. When she doesn’t get attention, she shuts down. We have a behavior chart for her. I have a child study for her.
They seem to very chatty when another adult comes into the room. The reading teacher will come in and give me something, and the students get off task.


Do you think the content objectives were met?
My content objective was trying to focus on the resources. They got to it. I was surprised how fast they were able to catch on. They understand so much better than my last class. I asked if she used to do the related reading in LA to introduce the concepts prior to the science class. She said that she didn’t before. (I suggested that this new practice would be so helpful, particularly when students have limited language or prior related knowledge.


Do you think the language objectives were met?
We didn’t get to the point where they were going to talk to each other and write, so that will be done later.

One thing they did do for the language, and that was sequential order. The language objectives for denoting details and sequential order were met.

Do you feel that the ELL modifications were adequate?
Oh yes, I have quite a few that are ELL, A couple won’t speak, but I can see by their expressions that they can understand. Their sequential order was correct. They were holding up the right cards.
Suggestion: Pairing tasks and use of cooperative structures will enhance their language growth and help them feel more comfortable talking.