GENERAL EDUCATION CORE COURSES
SECONDARY EDUCATION 7-12 / SPECIALTY EDUCATION K-12
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
EDU 300.1 (30 hrs)
Introduction and
Foundations of
Education
Pages 14-21
1-Mapping the Class
2-Class Observation
3-Description of the
School
4-Teacher Interview
5-Observation
Assignment
1-Disposition Evaluation
1-Field Experience
Descriptions
2-Record of
School
Observations
3-Letter of
introduction
EDU 372 (16 hrs)
Survey of the
Exceptional Child
Pages 22-23
1-Field Based
Assignment Sheet
1-Confidentiality
Statement
EDU 436 (2 hrs)
Classroom
Management
Pages 24-25
1-Behavior
Modification
Scenario
1-Presentation Rubric
EDU 446 (15 hrs)
Secondary Methods
Pages 26-30
EDU 450 (5 hrs)
Tests,
Measurements, and
Evaluation
Pages 31-32
1-Observation and
Evaluation form
2-TST Observation
form
1-Principal’s
Letter
2-Teacher’s Letter
3-Confidentiality
Form
Mathematics Education
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
MAT 210 (20 hrs)
Field Experience I
Pages 73-76
1-Reflection Paper 1-Summary of Class
Interactions
1-Sign in Form
MAT 310 (20 hrs)
Field Experience II
Pages 77-82
1-Reflection Paper
2-Using Observation
to Analyze a
Teacher’s Style
3-Key Elements of a
Master Teacher
4-A Brief
Description of a
Lesson
5-Class Observation
6-Class Description
1-Summary of Class
Interactions
2-Lesson Plan Format 2
3-Lesson Evaluation
4-Lesson Plan Format 3
1-Teacher Letter
2-Sign in Form
MAT 410 (20 hrs)
Field Experience III
Pages 83-88
1-Reflection Paper
2-Using Observation
to Analyze a
Teacher’s Style
3-Key Elements of a
Master Teacher
4-A Brief
Description of a
Lesson
5-Class ObservatioN
1-Summary of Class
Interactions
2-Lesson Plan Format 2
3-Lesson Evaluation
4-Lesson Plan Format 3
1-Teacher Letter
2-Sign in Form
MAT 309 (15 hrs)
Mathematics
Seminar III
1-Reflection Paper
2-Using Observation
to Analyze a
Teacher’s Style
1-Summary of Class
Interactions
2-Lesson Plan Format 2
1-Teacher Letter
2-Sign in Form
Pages 47-59
3-Key Elements of a
Master Teacher
4-A Brief
Description of a
Lesson
5-Class Observation
6-Class Description
3-Lesson Evaluation
4-Lesson Plan Format 3
MAT 345 (10 hrs)
Teaching
Mathematics in the
Secondary School
Pages 34-46
1-Questioning in
Problem Solving
2-Quiz on Teacher
Questioning
3-Class Observation
4-Summary of
Teacher Interactions
5-Lesson Plan
Format
6-Lesson Plan
Format 2
7-Implementing
NCTM Standards
8-Lesson Plan
Format 3
9-Seven Step Lesson
Cycle
1-Teacher Letter
2-Sign In
3-Daily Log
Music Education K-12
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
MUE 101 (15 hrs)
Music Education
Field Experience –
Elementary
Pages 90-95
1-Mapping the Class
2-Class Observation
3-Description of the
School
4-Teacher Interview
5-Observation
Assignment
1-Disposition Evaluation
1-Field Experience
Descriptions
2-Record of
School
Observations
3-Letter of
introduction
MUE 102 (15 hrs)
Music Education
Field Experience –
Middle School
Pages 90-95
1-Mapping the Class
2-Class Observation
3-Description of the
School
4-Teacher Interview
5-Observation
Assignment
1-Disposition Evaluation
1-Field Experience
Descriptions
2-Record of
School
Observations
3-Letter of
introduction
MUE 103 (15 hrs)
Music Education
Field Experience –
High School
Pages 90-95
1-Mapping the Class
2-Class Observation
3-Description of the
School
4-Teacher Interview
5-Observation
Assignment
1-Disposition Evaluation
1-Field Experience
Descriptions
2-Record of
School
Observations
3-Letter of
introduction
MUE 201-202-203
(45 hrs)
Music Education
Field Experience-
Elementary
Middle School
High School
Pages 96-108
1-Reflection Paper
2-Using Observation
to Analyze a
Teacher’s Style
3-Key Elements of a
Master Teacher
4-A Brief
Description of a
Lesson
5-Class Observation
6-Class Description
1-Summary of Class
Interactions
2-Lesson Plan Format 2
3-Lesson Evaluation
4-Lesson Plan Format 3
1-Teacher Letter
2-Sign in Form
MUE 313 (30 hrs)
Elementary Music
Methods
Pages 109-112
1-Lesson Plan 1-Lesson Plan Rubric
2-Video Presentation
Evaluation
1-Sign up Form
MUE 314 (30 hrs)
High School Music
Methods
Pages 114-117
1-Lesson Plan 1-Lesson Plan Rubric
2-Video Presentation
Evaluation
1-Sign up Form
MUE 315 (30 hrs)
Middle School
Music Methods
Pages 118-126
1-Lesson Plan 1-Lesson Plan Rubric
2-Video Presentation
Evaluation
1-Sign up Form
Physical Education, Health, and Recreation K-12
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
PED 337 (24 hrs)
Methods of
Teaching PE in the
Elementary School
Pages 124-136
1-Mapping the Class
2-Class Observation
3-Description of the
School
4-Teacher Interview
5-Observation
Assignment
1-Disposition Evaluation
2-Lesson Presentation
Rubric
1-Field Experience
Descriptions
2-Record of
School
Observations
3-Letter of
introduction
PED 339 (24 hrs)
Methods of
Teaching PE in
Secondary Schools
Pages 124-136
1-Mapping the Class
2-Class Observation
3-Description of the
School
4-Teacher Interview
5-Observation
Assignment
1-Disposition Evaluation
2-Lesson Presentation
Rubric
1-Field Experience
Descriptions
2-Record of
School
Observations
3-Letter of
introduction
REC 305 (30 hrs)
Recreation
Practicum
Pages 137-144
1-Observation
Assignment
1-Field Experience
Descriptions
2-Record of
School
Observations
3-Letter of
introduction
English Education 7-12
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
ENG 310 (24 hrs)
Pedagogical
Grammar
Pages 145-161
1-Domain 1
Planning 1.a
2. D 1 Planning 1.b
3. D 1 Planning 1.c
3. D 1 Planning 1.d
4. D 1 Planning 1.e
5-Field Experience
Notes
6-Reflective
Analysis
7-Clinical
Experiences
Checklist
1-Lesson Plan Evaluation
2-Professional
Dispositions Part One
3- Prof Dispositions Part
Two
4- Lesson Evaluation
5-Self-Evaluation of
Dispositions
1-Letter to Teacher
2-Verification
Form
ENG 324 (24 hrs)
The Young Adult
Novel
Pages 145-161
1-Domain 1
Planning 1.a
2. D 1 Planning 1.b
3. D 1 Planning 1.c
3. D 1 Planning 1.d
4. D 1 Planning 1.e
5-Field Experience
Notes
6-Reflective
Analysis
7-Clinical
1-Lesson Plan Evaluation
2-Professional
Dispositions Part One
3- Prof Dispositions Part
Two
4- Lesson Evaluation
5-Self-Evaluation of
Dispositions
1-Letter to Teacher
2-Verification
Form
Experiences
Checklist
ENG 417 (24 hrs)
Methods of
Teaching English
Pages 145-161
1-Domain 1
Planning 1.a
2. D 1 Planning 1.b
3. D 1 Planning 1.c
3. D 1 Planning 1.d
4. D 1 Planning 1.e
5-Field Experience
Notes
6-Reflective
Analysis
7-Clinical
Experiences
Checklist
1-Lesson Plan Evaluation
2-Professional
Dispositions Part One
3- Prof Dispositions Part
Two
4- Lesson Evaluation
5-Self-Evaluation of
Dispositions
1-Letter to Teacher
2-Verification
Form
Social Studies 7-12
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
HIS 422 (30 hrs)
World History for
Teachers
Pages 162-175
1-Field Experience
Notes
2-Lesson Plan
3-Clinical
Experiences
Activities
1-Professional
Dispositions-Part One
2-Professional
Dispositions- Part Two
3-Dispositions
Evaluation Form
4-Self-Evaluation of
Professional Dispositions
5-Lesson Evaluation
1-Time Card
2-Letter to Teacher
3-Verification
Form
HIS 423 (30 hrs)
United States
History for Teachers
Pages 162-175
1-Observation to
Analyze One
Teacher’s Style
2-Key Elements of
the Master Teacher
3-Brief Description
of a Lesson
4-Summary of
Interactions
5-Lesson Plan
Format
1-Lesson Evaluation
1-Time Card
2-Letter to Teacher
Biology Education 7-12
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
BIO 340 (60 hrs)
Teaching Biology in
the Secondary
Schools
Pages 176-188
1-Field Experience
Notes
2-Lesson Plan
3-Clinical
Experiences
Activities
1-Observation to
Analyze One
Teacher’s Style
4-Key Elements of
the Master Teacher
5-Brief Description
of a Lesson
6-Summary of
Interactions
7-Lesson Plan
Format
1-Professional
Dispositions-Part One
2-Professional
Dispositions- Part Two
3-Dispositions
Evaluation Form
4-Self-Evaluation of
Professional Dispositions
5-Lesson Evaluation
1-Time Card
2-Letter to Teacher
3-Verification
Form
Art Education K-12
Courses
With Field
Experiences
Problem Based
Learning Simulation
(PBLS)
Performance
Evaluation
(PE)
General
Forms
ART 319 (20 hrs)
Art in the
Elementary School
Pages 189-207
1-Field Experience
Notes
2-Lesson Plan
3-Clinical
Experiences
Activities
1-Professional
Dispositions-Part One
2-Professional
Dispositions- Part Two
3-Dispositions
Evaluation Form
4-Self-Evaluation of
Professional Dispositions
5-Lesson Evaluation
1-Time Card
2-Letter to Teacher
3-Verification
Form
ART 320 (35 hrs)
Art in the Secondary
School
Pages 189-207
1-Observation to
Analyze One
Teacher’s Style
2-Key Elements of
the Master Teacher
3-Brief Description
of a Lesson
4-Summary of
Interactions
5-Lesson Plan
Format
1-Lesson Evaluation
1-Time Card
2-Letter to Teacher
Secondary
Education
Grades 7-12
Specialty Education K-12
Art Education Music Education
Physical Education
Secondary Education
Core
EDU 300
Introduction and Foundations of Education
EDU 372
Survey of the Exceptional Child
EDU 436
Classroom Management
EDU 446
Secondary Methods
EDU 450
Tests, Measurements, and Evaluation
Observation Letter
February 24, 2009
Dear Administrator:
In preparation for making informed decisions about entering the teaching profession,
students at William Carey University are required to take EDU 300.1, Education
Foundations. A requirement of the course includes 30 hours of observations in school
settings. Prospective teachers need to understand the complexities of the teacher’s role,
the various duties and responsibilities of teaching, and the time and commitment it takes
to become a teacher. We believe pre-service teachers need to explore the connections
between theory and research and the applied field of teaching, and observing will provide
opportunities and activities that will assist prospective teachers in making the right
decision about teaching.
We are seeking your approval for the students to do all or part of this observation
requirement in your school district. Our goal is to introduce students to the “real world”
of our best schools, with the least interruption in your daily schedule.
Thank you for your assistance in this field experience component of our education
program.
Sincerely,
Dr. Eugene D. Owens
Assistant Professor
his is to verify that__________________________________________has permission to
observe in our school.
Administrator Date
EDU 300.1 FIELD EXPERIENCES
William Carey University
Activities and journal writing should be completed after each school observation.
Check with the teacher prior to making any notes as a professional courtesy. If the
teacher does not want you making notes during your observation, wait until you leave the
room to do so. Observe carefully, enjoy the experience of the classroom, then write your
notes as soon as possible after the observation.
Use the following forms to complete the required 30 hours of observation (10 hours at
the elementary level, 10 hours at the middle-level/junior high and 10 hours at the senior
high level). Teacher Assistants must complete 10 hours observation in a different
setting.
1. CLASSROOM OBSERVATIONS
A. Prepare a daily log, describing each observation in a classroom or at
school. Describe (label and highlight) when you observe a transition
period, different teaching styles, and what can be described as “hidden
curriculum.”
B. Use the Lesson Observation Sheet to record your time (teacher must sign.)
2. DESCRIBING THE SCHOOL Using the attached form, complete this project. One per school.
3. MAPPING THE CLASSROOM Using the attached form, complete this project. One per school.
4. TEACHER INTERVIEW
Using the form provided, interview a (one) teacher and record the
responses.
5. PERSONAL ANALYSIS
Upon completing all of your classroom observations, complete a personal
analysis of your teaching preference (grade or subject). Consider how
you would arrange your own classroom. Why did you make these
choices and what messages are your students receiving from the
arrangement?
6. PERSONAL PHILOSOHY
Based on your readings, classroom activities, and thoughtful
analysis of educational philosophies, develop a paper stating your
philosophy of education.
EDU 300.1
MAPPING THE CLASSROOM
CLASS MAP:________________________________DATE__________
SIGNATURE________________________________________________
(Diagram the classroom you are observing. Include as much detail as possible.)
1. In what way is the organization of the classroom conducive to student learning? In
what ways does it inhibit learning?
2. Identify the teacher’s philosophy or style of teaching? What is important to the
teacher?
3. Do you think students and teacher are comfortable with this classroom?
Why or why not?
4. If you were the teacher, would you change the room to fit your teaching style?
EDU 300.1 CLASSROOM OBSERVATION
Duplicate Duplicate Duplicate
Teacher
School
Grade/Subject
Date Time
How did the teacher begin the class?
What were the students expected to learn during the period? (objective)
What materials/procedures were used to aid in learning?
Describe what the students were doing.
How did the teacher close (end) the lesson?
What did you see that suggest the students learned the main instructional objective?
EDU 300.1 DESCRIPTION OF THE SCHOOL
1. Describe the physical characteristics of this school (include the outside, grounds,
and inside). Is the building old or new? What is your impression and feeling toward
the school?
2. From your observation, who is in charge? Tell why you think this individual(s) is in
charge?
3. Describe the people, their physical characteristics, gender and dress.
4. What identifies the central/office place of authority in the building?
5. Are some places more comfortable than others? Who has access to these places?
6. Describe the students’ behavior, working groups, demeanor.
7. Describe displays (note their contribution or place in the school). What are topics of
discussion in the hallways, cafeteria, lounge, etc.?
8. Report anything that happened to you while you were observing the school. Describe
conversations, impressions, and reactions you may have about the school you visited.
EDU 300.1 TEACHER INTERVIEW INSTRUMENT
1. Why did you select teaching as a profession?
2. Why are you teaching ____grade level? If you taught other levels, why did you
change grade level?
3. What training did you receive in order to teach? What types of classes were
included?
4. How helpful were your college courses? Which courses were the most helpful?
Which were the least useful?
5. What do you like most about teaching?...the least?
6. What are the most urgent problems faced by teachers today? (Exclude low pay)
7. How long have you been teaching? How long in the present system or school?
8. What advice would you give a person who is about to enter the teaching profession?
9. What changes would you like to suggest in the educational practices and regulations
in the state, school district, or your local school?
10. How can the school more effectively involve parents in the education process?
11. What do you think of teacher “burn-out”?...teacher stress? How can they be
prevented?
12. Additional comments
EDU 300.1
OBSERVATION ASSIGNMENT
NAME__________________________________________________________________
ADDRESS______________________________________________________________
MAJOR_________________________CLASSIFICATION_______________________
Schools preferred for observation:
1st choice__________________________________________________________
2nd choice
__________________________________________________________
FIRST CHOICE
Name and address of Superintendent of Schools
Superintendent___________________________________________________________
School District___________________________________________________________
Address:________________________________________________________________
Name and address of Principal of Selected School (s)
Principal________________________________________________________________
School__________________________________________________________________
Address:________________________________________________________________
SECOND SCHOOL CHOICE
Name and address of Superintendent of Schools
Superintendent___________________________________________________________
School District___________________________________________________________
Address:________________________________________________________________
Name and address of Principal of Selected Schools (s)
Principal________________________________________________________________
School__________________________________________________________________
Address:________________________________________________________________
EDU 300.1
William Carey University
Hattiesburg, Mississippi
RECORD OF SCHOOL OBSERVATIONS
SCHOOL CLASS/SUBJECT TEACHER DATE TIME
IN\OUT
TEACHER’S
SIGNATURE
STUDENT_________________________
CONFIDENTIALITY POLICY
In the course and scope of pre-service and graduate teacher observations, one may
become aware of sensitive issues pertaining to students, parents, employees and other
people within the educational setting. It is our policy that these sensitive issues SHALL
NOT BE SHARED OR REVEALED to students, parents, employees or any other person
or party outside those necessary in the execution and performance of his or her
responsibilities. It is imperative that all matters related to the School District, its students,
parents, employees or others involved be kept confidential. No information concerning
students, parents, employees, or other people involved in the educational setting shall be
discussed with students, employees, family members, or the general public.
By signing this form, the WILLIAM CAREY UNIVERSTIY STUDENT is
agreeing to the following: “I understand that during my observation of students and/or
teachers that I will be made aware of sensitive issues that pertain to students, parents,
employees and possibly other people involved in the school system. It is imperative that
these issues remain in a state of confidentiality NOT to be discussed with student,
parents, employees, family members or the general public. A breach of this agreement
will result in disciplinary action from the Professional Standards Committee of the
William Carey University Education Department.”
The WILLIAM CAREY UNIVERSITY STUDENT is asked to sign this
confidentiality sheet, obtain a signature from a School District administrator or principal
and provide the WCU instructor with a copy. A representative of the School District is
asked to sign the form and make a copy to keep for their school records.
____________________________________________ _______________________
William Carey University Student’s Signature Date
_______________________________________________ _______________________
School District Representative’s Signature Date
EDU 372
FIELD EXPERIENCE
ASSIGNMENT DETAILS
Please use the following outline for compiling the information for the
field experience. E-mail or fax your completed field experience
signature form to instructor. Compile your daily journal notes into the
following format for submission.
I. Daily Journal of Activities (school, teacher, classroom(s), students )
A. Curriculum observed (include subject)
B. List and describe the activities observed
C. Describe your involvement with students in activities
D. Define teaching strategies/methods observed
E. Point out accommodations and modifications implemented by teacher
F. Describe any remedial and enrichment activities
G. Give 3 examples of how the teacher(s) used differentiated instruction
H. Describe the behavior management system used by teacher
II. Disabilities Observed
A. List all types of disabilities observed
B. Give characteristics you observed
C. Describe the teaching method/strategy that seemed to work best
with individual students with disabilities
III. Personal Reflection
A. Name 2 accommodations or modifications that you would have used
differently than the teacher used and why.
B. Provide an overall critique of the teaching strategies you observed
C. Describe 3 ways the experience was beneficial to you?
50 points for above information, 50 points for completion of 12 hours.
PRESENTATION RUBRIC
EDU 436/536
Chapter Topics – Models
Chapter # and Title:____________________________________Date:_______________
Discussion Leader_________________________________________________________
1. Organization: Excellent Good Minimal Poor The presentation is well organized and includes 50 40 30 20
information appropriate to the theoretical and
practical chapter topics and discipline model.
2. Delivery: All indicators evident Most evident Some evident Few evident Delivery of information is creative, enthusiastic, 100 75 50 25
organized and enhances listeners’ understanding.
Presenter has good eye contact, appropriate
volume, speaks clearly and uses standard English,
and does NOT read notes.
3. Handouts/Visual Aids/Technology: All indicators evident Most evident Some evident Few evident Understanding of chapter topics and discipline 75 65 55 45
model is enhanced by the accuracy and use of
handouts, visual aids & technology. These are
well written, free of errors labeled correctly,
include biographical information about
discipline model author(s), states model’s
strengths and weaknesses, and copies are
available for all classmates.
4. Content of Activity/Activities: Maximum evidence Average Evidence Minimum evidence Little evidence
Involves practical examples of chapter topics 100 75 50 25
& discipline model concepts. There is evidence
of presenter’s ability to keep audience on task
by interacting with them during activities.
5. Uses timeframe effectively: Efficient use of Time Adequate Use of time Inadequate use Poor Use
Time is spent in presentation and 50 40 30 20
participatory activities related to
chapter topics & discipline model
concepts. Whole group & small
group activities used.
Points Earned_____
Points Possible 375
Comments:
EDU 436/536 - Behavioral Modification Class Scenario
Name________________________________________________
Chris Billups is an eleventh grade history teacher at West Gate High School. He is
having a problem with his second-period class. A few students came in tardy at the
beginning of the semester. He thought it was better to ignore the problem and continue
with class. Almost half the students in this class are coming in tardy at this point in the
semester.
How would you handle this situation?
What behavioral modification approaches might be used to resolve this problem?
Write an essay outlining your thoughts on a possible solution and detailing the steps in
applying behavioral modification techniques in the classroom.
COMPONENT #1
EDU 446 CLASSROOM OBSERVATION GUIDE FOR SECONDARY
METHODS
By the time secondary majors are enrolled in EDU 466, most of them are just one
or two trimesters away from student teaching experiences. One pre-service
experience was done in EDU 300.
The major purposes are to:
1. Acquaint pre –service students with guiding principles for effective
observations
2. Acquaint pre-service students with exemplary professional practitioners.
3. Prepare pre-service students for the real student teaching experience
4. Reaffirm pre-service students’ commitment to a career in teaching
Guiding Principles: Daniel, Harvey and Marilyn Bizar. 1998. Methods That Matter:
Six Structures for Best Practice Classrooms. York, ME: Stenhouse. Kohn, Alfie.
1996. “What to Look for in a Classroom.” Educational Leadership (September).
Included in “Classroom Structures for Best Practice” from Best Practice: New Standards
for Teaching and Learning in America’s Schools. (3rd edition) by Zemelman, Daniels
and Hyde (pp. 213-214).
EDU 446 SECONDARY METHODS OBSERVATION INSTRUMENT
GUIDELINES
1. Pre-service students will complete 10 hours of observations (grades 7-12) in
exemplary arts, exemplary science, exemplary mathematics, exemplary social
studies, and exemplary English classes.
2. Several observations shall be done in student’s major, not just the gifted classes.
3. Observations may be done in public or parochial schools (in state or out-of-
state)
4. Pre-service students must obtain permission and signatures of administrators in
each school where observations take place.
5. Each report should be typed/keyboarded.
6. Pre-service students shall complete a typed-written reflection of observations.
Student must highlight at least three principles from the Best Practice in-class
discussions led by the teacher.
OBSERVATION INSTRUMENT
Course________________________________ Topic__________________________
Date_________Grade Level(s)______School________________Teacher___________
Best Practice Indicator 1: Describe the physical classroom setup.
Best Practice Indicator 2: Describe the classroom/climate management.
Best Practice Indicators 3/4: State the instructional goal/objectives for the period.
Best Practice Indicators 4: Describe the teaching procedures (noting teaching
methods).
Indicator 7: State the assessment process in regards to student work.
What was the teacher’s role (a coach, mentor , model , guide,
combination of several)?
OBSERVATIONS CONFIRMATION SIGNATURES
Teacher________________________Time _____________Date__________________
Teacher________________________ Time_____________Date__________________
Teacher_________________________Time_____________Date__________________
Teacher__________________________Time____________Date__________________
Teacher__________________________Time_____________Date_________________
Teacher___________________________Time_____________Date________________
Teacher____________________________Time_____________Date_______________
Teacher_____________________________Time_____________Date______________
_
Teacher_____________________________Time_____________Date______________
Teacher______________________________Time____________Date______________
Teacher______________________________Time_____________Date_____________
February 25, 2009
Dear Administrator:
In preparation for making informed decisions about entering the teaching profession,
students at William Carey University are required to take EDU 446, Secondary Methods.
A requirement of the course includes 10 hours of observations in school settings. We
believe pre-service teachers need to explore the connections between theory and research
and the applied field of teaching, and observing will provide opportunities and activities
that will assist prospective teachers in making the right decision about teaching.
If you have questions, please feel free to contact me at 318-6602. Thank you for your
assistance in the field experience component of our education program.
Sincerely,
Eugene D. Owens
Whitney McBeth
This is to verify that ______________________________________ has permission to
observe in our school.
Administrator Date
Winter 2008
EDU 450
Dear Fellow Educator:
Please complete the following questions. Several options are provided for your comfort
and convenience.
1. You may put this evaluation in the envelope provided and seal it, and then give it
to the student to give to me or
2. mail it directly to me in the addressed and stamped envelope provided or
3. answer these questions via email and send to [email protected]
Questions and/or comments:
Preservice Student’s Name:
1. How much time did the pre-service student spend observing? (in hours - rounded to the nearest quarter)
2. Was the student able to observe any assessment taking place in the classroom?
Yes No
3. If yes to question 2, what type of assessment(s)? If no, please skip this question.
4. Please provide any comments you would like to make.
Teacher’s Name (Printed)
Teacher’s Email Address
School
Grade
Teacher’s Signature
It is my intention that this process be comfortable and convenient for you. If you have
any questions, please feel free to contact me at the information listed below or via email
listed above. Your input is important and very much appreciated. Phone: 601-318-6611
Address: WCU, Box 3, 498 Tuscan Ave., Hattiesburg, MS 39401.
Winter 2008
EDU 450
Dear Fellow Educator:
Please complete the following questions. Several options are provided for your comfort
and convenience.
4. You may put this evaluation in the envelope provided and seal it, and then give it
to the student to give to me or
5. mail it directly to me in the addressed and stamped envelope provided or
6. answer these questions via email and send to [email protected]
Questions and/or comments:
Preservice Student’s Name:
5. How much time did the pre-service student spend observing & asking questions concerning TST? (in hours - rounded to the nearest quarter)
6. Do you believe the observation of the TST process was beneficial to __________________________? Please explain.
7. Please provide any comments you would like to make.
Teacher’s Name (Printed)
Teacher’s Email Address
School
Grade
Teacher’s Signature
It is my intention that this process be comfortable and convenient for you. If you have
any questions, please feel free to contact me at the information listed below or via email
listed above. Your input is important and very much appreciated.
Phone: 601-318-6611, Mail: WCU, Box 3, 498 Tuscan Ave., Hattiesburg, MS 39401
Department of Mathematics
William Carey University
To Whom It May Concern:
Subject: MAT 345 Classroom Observations
As a requirement of MAT 345, Teaching Mathematics in the Secondary School, students
are to complete some hours of observations in secondary math classrooms. The students
are asked to complete several observation checklists as they observe the teaching
methods and classroom management of the teacher. The information recorded is
confidential and will be reviewed only by the student and myself. Through their
observations, these William Carey students can further develop their own styles of
teaching.
Please sign below if you will permit our student(s) to observe your class. We know that
you are busy, so all they will need from you when they visit is a dated signature on a
form they will provide. Any copies of lesson plans for that day, or activity sheets used by
the students, will be appreciated by our students, if you happen to have extra copies.
Thank you,
Charlotte McShea, Ph.D.
Professor of Mathematics
William Carey University
Teacher ______________________________
School _______________________________
Period/Time of Day _____________________
Questioning in Problem Solving Name __________________
Class Activity Date ___________________
Study your handout on 11 reasons to use teacher questions during problem solving, with
example questions for each reason. Divide into groups of three and teach each other the
material. You may have 8 minutes to study, then take the short quiz on the material.
Hint: You may be given a specific question and asked for the purpose of the question, or
you may be asked to give example questions for a specified purpose. Your group may
work on the test together – after all handouts are put away, of course!
Describe below your method or methods for learning this material. Complete this before
you take the test.
Complete this after the test. What, if any, changes would you make in your study plan?
Questioning in Problem Solving Name __________________
Quiz on Teacher Questioning Date ___________________
Answer the following questions. If you wish to hand in one paper per group, be sure that
everyone who participates signs the bottom of the paper.
1. The purpose of a question like “How would you be able to use this in other
situations?” is to
2. The purpose of a question like “What strategy did you use?” is to
3. Give an example of a question you would ask to provoke student interaction.
4. Give an example of a question you would ask to challenge student reasoning.
MAT 345 WILLIAM CAREY UNIVERSITY
Name ________________________________________________
Date of Observation _____________________________________
School Visited _________________________________________
Class Observed ________________________________________
Grade Level of Students _________________________________
Time Arrived __________________ Time Departed ___________
Teacher _______________________________________________
Describe what the teacher and students did during this period.
Comments:
MAT 345 Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
Lesson Plan Form
Class _______________________ Date _______________
Topic:
Apperceptive Basis (previously learned knowledge):
Aim:
Motivation:
Do-Now Exercise:
Development and Methods:
Drill:
Medial Summary:
Applications and Drill:
Final Summary and Conclusion:
Homework Assignment:
Special Equipment Needed:
If Time:
LESSON PLAN FORMAT TWO
Teacher Date
Topic
Objective
Setting the Stage
Instructional Input and Modeling
Guided Practice and Check for Understanding
Independent Practice
Materials Needed
IMPLEMENTING THE NCTM STANDARDS
PROBLEM –SOLVING
COMMUNICATING
REASONING
CONNECTING
REPRESENTATION
INCORPORATION OF ACADEMIC COMPETENCIES TO TEACHING
STRATEGIES:
1. Reading
2. Writing
3. Speaking
4. Listening
5. Reasoning
6. Computers
7. Calculators
8. Studying
9. Observing
LESSON PLAN FORMAT THREE
Date __________________________ Day _____________________ Period _______________
Teacher _______________________ Subject __________________
Objectives Procedures Materials Evaluation
Seven Step Lesson Cycle As you observe check off what parts of the cycle are completed.
Assess Readiness
Set the Stage
Motivate
State the Objective
Relate to prior knowledge
Provide Instructional Input
Label concepts
Define terms and symbols
Check for understanding
Ask questions
Observe Operations
Reteach, if necessary
Model Operations
Give Guided Questions
Students demonstrate skills
Students extend concepts
Students work samples
Students repeat operations
Give independent Practice
Students practice skill or concept
Learning center
Computer
Calculator
Game
Seatwork
Homework
Cooperative Group Activity
Assess Mastery
Ask questions
Observe children
Give tests
Department of Mathematics
William Carey University
To Whom It May Concern:
Subject: MAT 309 Classroom Observations and Peer Tutoring
As a requirement of MAT 309, students are to complete some hours of observations in
secondary math classrooms. The students are asked to complete several observation
checklists as they observe the teaching methods and classroom management of the teacher.
The information recorded is confidential and will be reviewed only by the student and
myself. Through their observations, these William Carey students can further develop
their own styles of teaching.
As a further requirement of this course, students are asked to work with individuals or
small groups of students. After they have observed your class, if there is an opportunity
for WCU students to be of help to some of your students, either during the class period, at
break, before school or after school, the students in this class are available. All of these
students have had several mathematics classes, and some of them will be student teaching
in the next trimester.
Please sign below if you will permit our student(s) to observe your class and provide some
peer tutoring for your students. We know that you are busy, so all they will need from you
is a dated signature when they come and one short response form (or phone conversation)
at the end of the term. Hours are to be arranged to your mutual convenience.
Thank you,
Charlotte McShea, Ph.D.
Professor of Mathematics
William Carey University
Reflection Paper After observing several class sessions, consider the following question.
As a Teacher I need to:
EXERCISE 2.2
Using Observation of Classroom Interaction to Analyze One Teacher’s Style
…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the
instructional style for that particular day. Be certain first to obtain permission and then to explain to
the teacher that you are observing, not evaluating, for teaching style. The host teacher may be
interested in discussing with you the results of your observation. A follow-up thank-you letter is
appropriate.
1. Class, grade level, school visited __________________________________________________
2. Date of visitation ______________________________________________________________
3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10
minutes what the teacher is doing at that very moment, marking the appropriate traditional or
facilitating teacher behavior on the chart below. Continue for the entire class meeting.
Traditional Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Prescribing (giving advice, directions, being
critical, evaluative, offering judgments)
Informing (giving information, lecturing,
interpreting)
Confronting (directing challenging students)
Traditional Behaviors Total
Facilitating Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Relaxing (releasing tension, using humor)
Mediating (asking for information, being
reflective, encouraging self-directed problem-
solving)
Supporting (approving, confirming, validating,
listening
Facilitating Behaviors Total
4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.
T/F ratio for this observation ____________________
5. Conclusions about the host teacher’s style on this day:
6. Did you discuss your observations with the host teacher?
Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult
Education, University of Surrey, England, 1975).
Name ________________________
School ________________________
Date __________________________
KEY ELEMENTS OF A MASTER TEACHER
Classroom Instruction and
Management
Outstanding Satisfactory Unsatisfactory Comments
1. Control of class
2. Maintenance of a wholesome
classroom atmosphere conducive to
the learning process
3. Planning and preparation of work
4. Skill in adapting instruction to
individual needs
5. Effective use of appropriate
methods
6. Skill in making lessons attractive
and interesting to pupils
7. Evidence of pupil growth in
knowledge, skills, appreciations, and
attitudes
8. Attention to pupil health, safety and
general welfare
9. Attention to physical conditions of
the classroom
10. Housekeeping and appearance of
room
11. Care of equipment by teacher and
students
12. Attention to records and reports
13. Attention to routine matters
Professional Qualities
1. Professional Attitude
2. Understanding of students
3. Effect on character of students
4. Resourcefulness and initiative
5. Evidence of professional growth
6. Willingness to accept special
assignments in connection with the
general school program
7. Effort to establish good
relationships with parents
8. Maintenance of good relationships
with other teachers and with
supervisors
Personal Qualities
1. Appearance
2. Voice, speech, English usage
Teacher _____________________________ Class ____________________ Date _____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
MAT 309 Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
LESSON PLAN FORMAT TWO
Teacher Date
Topic
Objective
Setting the Stage
Instructional Input and Modeling
Guided Practice and Check for Understanding
Independent Practice
Materials Needed
Lesson Evaluation
Teacher ____________________________________ Date _______________________________
Instructions: Place a check in the appropriate space on the right.
The Teacher Usually Usually
Not
Comments
Explains the work well
Answers questions thoroughly
Explains a second time if necessary
Helps students outside class
Knows the subject well
Is always prepared
Wastes time in class
Gives unfair tests
Prepares class for tests or quizzes
Returns marked tests the next day
Gives too much homework
Reviews homework
Is too strict in class
Has a friendly personality
Has a sense of humor
Grades fairly
Explains to class how grades are determined
Meets pupils outside class to discuss problems
Makes me like to go to math class
OVERALL RATING
LESSON PLAN FORMAT THREE
Date __________________________ Day _____________________ Period _______________
Teacher _______________________ Subject __________________
Objectives Procedures Materials Evaluation
MAT 309 WILLIAM CAREY UNIVERSITY
Name ________________________________________________
Date of Observation _____________________________________
School Visited _________________________________________
Class Observed ________________________________________
Grade Level of Students _________________________________
Time Arrived __________________ Time Departed ___________
Teacher _______________________________________________
Describe what the teacher and students did during this period.
Comments:
CLASS DESCRIPTION
Teacher ___________________________________ School ________________________
Grade Level _________ Subject: _______________________ Period ________________
1. Age-range of class
2. Ability range
3. Socio-economic description
4. Typical demeanor of students
5. Typical interest and involvement of students
6. Prior relevant material studied
Department of Mathematics
William Carey University
To Whom It May Concern:
Subject: MAT 310 Classroom Observations and Peer Tutoring
As a requirement of MAT 310, students are to complete some hours of observations in
secondary math classrooms. The students are asked to complete several observation
checklists as they observe the teaching methods and classroom management of the teacher.
The information recorded is confidential and will be reviewed only by the student and
myself. Through their observations, these William Carey students can further develop
their own styles of teaching.
As a further requirement of this course, students are asked to work with individuals or
small groups of students. After they have observed your class, if there is an opportunity
for WCU students to be of help to some of your students, either during the class period, at
break, before school or after school, the students in this class are available. All of these
students have had several mathematics classes, and some of them will be student teaching
in the next trimester.
Please sign below if you will permit our student(s) to observe your class and provide some
peer tutoring for your students. We know that you are busy, so all they will need from you
is a dated signature when they come and one short response form (or phone conversation)
at the end of the term. Hours are to be arranged to your mutual convenience.
Thank you,
Charlotte McShea, Ph.D.
Professor of Mathematics
William Carey University
Reflection Paper After observing several class sessions, consider the following question.
As a Teacher I need to:
EXERCISE 2.2
Using Observation of Classroom Interaction to Analyze One Teacher’s Style
…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the
instructional style for that particular day. Be certain first to obtain permission and then to explain to
the teacher that you are observing, not evaluating, for teaching style. The host teacher may be
interested in discussing with you the results of your observation. A follow-up thank-you letter is
appropriate.
1. Class, grade level, school visited __________________________________________________
2. Date of visitation ______________________________________________________________
3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10
minutes what the teacher is doing at that very moment, marking the appropriate traditional or
facilitating teacher behavior on the chart below. Continue for the entire class meeting.
Traditional Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Prescribing (giving advice, directions, being
critical, evaluative, offering judgments)
Informing (giving information, lecturing,
interpreting)
Confronting (directing challenging students)
Traditional Behaviors Total
Facilitating Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Relaxing (releasing tension, using humor)
Mediating (asking for information, being
reflective, encouraging self-directed problem-
solving)
Supporting (approving, confirming, validating,
listening
Facilitating Behaviors Total
4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.
T/F ratio for this observation ____________________
5. Conclusions about the host teacher’s style on this day:
6. Did you discuss your observations with the host teacher?
Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult
Education, University of Surrey, England, 1975).
Name ________________________
School ________________________
Date __________________________
KEY ELEMENTS OF A MASTER TEACHER
Classroom Instruction and
Management
Outstanding Satisfactory Unsatisfactory Comments
1. Control of class
2. Maintenance of a wholesome
classroom atmosphere conducive to
the learning process
3. Planning and preparation of work
4. Skill in adapting instruction to
individual needs
5. Effective use of appropriate
methods
6. Skill in making lessons attractive
and interesting to pupils
7. Evidence of pupil growth in
knowledge, skills, appreciations, and
attitudes
8. Attention to pupil health, safety and
general welfare
9. Attention to physical conditions of
the classroom
10. Housekeeping and appearance of
room
11. Care of equipment by teacher and
students
12. Attention to records and reports
13. Attention to routine matters
Professional Qualities
1. Professional Attitude
2. Understanding of students
3. Effect on character of students
4. Resourcefulness and initiative
5. Evidence of professional growth
6. Willingness to accept special
assignments in connection with the
general school program
7. Effort to establish good
relationships with parents
8. Maintenance of good relationships
with other teachers and with
supervisors
Personal Qualities
1. Appearance
2. Voice, speech, English usage
Teacher _____________________________ Class ____________________ Date _____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
MAT 309 Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
LESSON PLAN FORMAT TWO
Teacher Date
Topic
Objective
Setting the Stage
Instructional Input and Modeling
Guided Practice and Check for Understanding
Independent Practice
Materials Needed
Teacher ____________________________________ Date _______________________________
Instructions: Place a check in the appropriate space on the right.
The Teacher Usually Usually
Not
Comments
Explains the work well
Answers questions thoroughly
Explains a second time if necessary
Helps students outside class
Knows the subject well
Is always prepared
Wastes time in class
Gives unfair tests
Prepares class for tests or quizzes
Returns marked tests the next day
Gives too much homework
Reviews homework
Is too strict in class
Has a friendly personality
Has a sense of humor
Grades fairly
Explains to class how grades are determined
Meets pupils outside class to discuss problems
Makes me like to go to math class
OVERALL RATING
LESSON PLAN FORMAT THREE
Date __________________________ Day _____________________ Period _______________
Teacher _______________________ Subject __________________
Objectives Procedures Materials Evaluation
MAT 310 WILLIAM CAREY UNIVERSITY
Name ________________________________________________
Date of Observation _____________________________________
School Visited _________________________________________
Class Observed ________________________________________
Grade Level of Students _________________________________
Time Arrived __________________ Time Departed ___________
Teacher _______________________________________________
Describe what the teacher and students did during this period.
Comments:
CLASS DESCRIPTION
Teacher ___________________________________ School ________________________
Grade Level _________ Subject: _______________________ Period ________________
7. Age-range of class
8. Ability range
9. Socio-economic description
10. Typical demeanor of students
11. Typical interest and involvement of students
12. Prior relevant material studied
MAT 210 WILLIAM CAREY UNIVERSITY
Name ________________________________________________
Date of Observation _____________________________________
School Visited _________________________________________
Class Observed ________________________________________
Grade Level of Students _________________________________
Time Arrived __________________ Time Departed ___________
Teacher _______________________________________________
Describe what the teacher and students did during this period.
Comments:
MAT 210 Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
EXERCISE 2.2
Using Observation of Classroom Interaction to Analyze One Teacher’s Style
…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the
instructional style for that particular day. Be certain first to obtain permission and then to explain to
the teacher that you are observing, not evaluating, for teaching style. The host teacher may be
interested in discussing with you the results of your observation. A follow-up thank-you letter is
appropriate.
1. Class, grade level, school visited __________________________________________________
2. Date of visitation ______________________________________________________________
3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10
minutes what the teacher is doing at that very moment, marking the appropriate traditional or
facilitating teacher behavior on the chart below. Continue for the entire class meeting.
Traditional Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Prescribing (giving advice, directions, being
critical, evaluative, offering judgments)
Informing (giving information, lecturing,
interpreting)
Confronting (directing challenging students)
Traditional Behaviors Total
Facilitating Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Relaxing (releasing tension, using humor)
Mediating (asking for information, being
reflective, encouraging self-directed problem-
solving)
Supporting (approving, confirming, validating,
listening
Facilitating Behaviors Total
4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.
T/F ratio for this observation ____________________
5. Conclusions about the host teacher’s style on this day:
6. Did you discuss your observations with the host teacher?
Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult
Education, University of Surrey, England, 1975).
Name ________________________
School ________________________
Date __________________________
KEY ELEMENTS OF A MASTER TEACHER
Classroom Instruction and
Management
Outstanding Satisfactory Unsatisfactory Comments
1. Control of class
2. Maintenance of a wholesome
classroom atmosphere conducive to
the learning process
3. Planning and preparation of work
4. Skill in adapting instruction to
individual needs
5. Effective use of appropriate
methods
6. Skill in making lessons attractive
and interesting to pupils
7. Evidence of pupil growth in
knowledge, skills, appreciations, and
attitudes
8. Attention to pupil health, safety and
general welfare
9. Attention to physical conditions of
the classroom
10. Housekeeping and appearance of
room
11. Care of equipment by teacher and
students
12. Attention to records and reports
13. Attention to routine matters
Professional Qualities
1. Professional Attitude
2. Understanding of students
3. Effect on character of students
4. Resourcefulness and initiative
5. Evidence of professional growth
6. Willingness to accept special
assignments in connection with the
general school program
7. Effort to establish good
relationships with parents
8. Maintenance of good relationships
with other teachers and with
supervisors
Personal Qualities
1. Appearance
2. Voice, speech, English usage
Teacher _____________________________ Class ____________________ Date _____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
MAT 310 Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
EXERCISE 2.2
Using Observation of Classroom Interaction to Analyze One Teacher’s Style
…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the
instructional style for that particular day. Be certain first to obtain permission and then to explain to
the teacher that you are observing, not evaluating, for teaching style. The host teacher may be
interested in discussing with you the results of your observation. A follow-up thank-you letter is
appropriate.
1. Class, grade level, school visited __________________________________________________
2. Date of visitation ______________________________________________________________
3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10
minutes what the teacher is doing at that very moment, marking the appropriate traditional or
facilitating teacher behavior on the chart below. Continue for the entire class meeting.
Traditional Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Prescribing (giving advice, directions, being
critical, evaluative, offering judgments)
Informing (giving information, lecturing,
interpreting)
Confronting (directing challenging students)
Traditional Behaviors Total
Facilitating Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Relaxing (releasing tension, using humor)
Mediating (asking for information, being
reflective, encouraging self-directed problem-
solving)
Supporting (approving, confirming, validating,
listening
Facilitating Behaviors Total
4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.
T/F ratio for this observation ____________________
5. Conclusions about the host teacher’s style on this day:
6. Did you discuss your observations with the host teacher?
Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult
Education, University of Surrey, England, 1975).
Name ________________________
School ________________________
Date __________________________
KEY ELEMENTS OF A MASTER TEACHER
Classroom Instruction and
Management
Outstanding Satisfactory Unsatisfactory Comments
1. Control of class
2. Maintenance of a wholesome
classroom atmosphere conducive to
the learning process
3. Planning and preparation of work
4. Skill in adapting instruction to
individual needs
5. Effective use of appropriate
methods
6. Skill in making lessons attractive
and interesting to pupils
7. Evidence of pupil growth in
knowledge, skills, appreciations, and
attitudes
8. Attention to pupil health, safety and
general welfare
9. Attention to physical conditions of
the classroom
10. Housekeeping and appearance of
room
11. Care of equipment by teacher and
students
12. Attention to records and reports
13. Attention to routine matters
Professional Qualities
1. Professional Attitude
2. Understanding of students
3. Effect on character of students
4. Resourcefulness and initiative
5. Evidence of professional growth
6. Willingness to accept special
assignments in connection with the
general school program
7. Effort to establish good
relationships with parents
8. Maintenance of good relationships
with other teachers and with
supervisors
Personal Qualities
1. Appearance
2. Voice, speech, English usage
Teacher _____________________________ Class ____________________ Date _____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
MAT 410 Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
MAPPING THE CLASSROOM
CLASS MAP:________________________________DATE__________
SIGNATURE________________________________________________
(Diagram the classroom you are observing. Include as much detail as possible.)
1. In what way is the organization of the classroom conducive to student learning? In
what ways does it inhibit learning?
2. Identify the teacher’s philosophy or style of teaching? What is important to the
teacher?
3. Do you think students and teacher are comfortable with this classroom?
Why or why not?
4. If you were the teacher, would you change the room to fit your teaching style?
CLASSROOM OBSERVATION
Duplicate Duplicate Duplicate
Teacher
School
Grade/Subject
Date Time
How did the teacher begin the class?
What were the students expected to learn during the period? (objective)
What materials/procedures were used to aid in learning?
Describe what the students were doing.
How did the teacher close (end) the lesson?
What did you see that suggest the students learned the main instructional objective?
DESCRIPTION OF THE SCHOOL
1. Describe the physical characteristics of this school (include the outside, grounds,
and inside). Is the building old or new? What is your impression and feeling toward
the school?
2. From your observation, who is in charge? Tell why you think this individual(s) is in
charge?
3. Describe the people, their physical characteristics, gender and dress.
4. What identifies the central/office place of authority in the building?
5. Are some places more comfortable than others? Who has access to these places?
6. Describe the students’ behavior, working groups, demeanor.
7. Describe displays (note their contribution or place in the school). What are topics of
discussion in the hallways, cafeteria, lounge, etc.?
8. Report anything that happened to you while you were observing the school. Describe
conversations, impressions, and reactions you may have about the school you visited.
TEACHER INTERVIEW INSTRUMENT
1. Why did you select teaching as a profession?
2. Why are you teaching ____grade level? If you taught other levels, why did you
change grade level?
3. What training did you receive in order to teach? What types of classes were
included?
4. How helpful were your college courses? Which courses were the most helpful?
Which were the least useful?
5. What do you like most about teaching?...the least?
6. What are the most urgent problems faced by teachers today? (Exclude low pay)
7. How long have you been teaching? How long in the present system or school?
8. What advice would you give a person who is about to enter the teaching profession?
9. What changes would you like to suggest in the educational practices and regulations
in the state, school district, or your local school?
10. How can the school more effectively involve parents in the education process?
11. What do you think of teacher “burn-out”?...teacher stress? How can they be
prevented?
12. Additional comments
William Carey University
Hattiesburg, Mississippi
RECORD OF SCHOOL OBSERVATIONS
SCHOOL CLASS/SUBJECT TEACHER DATE TIME
IN\OUT
TEACHER’S
SIGNATURE
STUDENT_________________________
William Carey University
To Whom It May Concern:
Subject: Class Observations and Peer Tutoring
As a requirement of _________, students are to complete some hours of observations in
the classroom. The students are asked to complete several observation checklists as they
observe the teaching methods and classroom management of the teacher. The information
recorded is confidential and will be reviewed only by the student and myself. Through
their observations, these William Carey students can further develop their own styles of
teaching.
As a further requirement of this course, students are asked to work with individuals or
small groups of students. After they have observed your class, if there is an opportunity
for WCU students to be of help to some of your students, either during the class period, at
break, before school or after school, the students in this class are available. All of these
students have had several content education classes, and some of them will be student
teaching in the next trimester.
Please sign below if you will permit our student(s) to observe your class and provide some
peer tutoring for your students. We know that you are busy, so all they will need from you
is a dated signature when they come and one short response form (or phone conversation)
at the end of the term. Hours are to be arranged to your mutual convenience.
Thank you,
Instructor
William Carey University
Reflection Paper After observing several class sessions, consider the following question.
As a Teacher I need to:
EXERCISE 2.2
Using Observation of Classroom Interaction to Analyze One Teacher’s Style
…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the
instructional style for that particular day. Be certain first to obtain permission and then to explain to
the teacher that you are observing, not evaluating, for teaching style. The host teacher may be
interested in discussing with you the results of your observation. A follow-up thank-you letter is
appropriate.
1. Class, grade level, school visited __________________________________________________
2. Date of visitation ______________________________________________________________
3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10
minutes what the teacher is doing at that very moment, marking the appropriate traditional or
facilitating teacher behavior on the chart below. Continue for the entire class meeting.
Traditional Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Prescribing (giving advice, directions, being
critical, evaluative, offering judgments)
Informing (giving information, lecturing,
interpreting)
Confronting (directing challenging students)
Traditional Behaviors Total
Facilitating Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Relaxing (releasing tension, using humor)
Mediating (asking for information, being
reflective, encouraging self-directed problem-
solving)
Supporting (approving, confirming, validating,
listening
Facilitating Behaviors Total
4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.
T/F ratio for this observation ____________________
5. Conclusions about the host teacher’s style on this day:
6. Did you discuss your observations with the host teacher?
Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult
Education, University of Surrey, England, 1975).
Name ________________________
School ________________________
Date __________________________
KEY ELEMENTS OF A MASTER TEACHER
Classroom Instruction and
Management
Outstanding Satisfactory Unsatisfactory Comments
1. Control of class
2. Maintenance of a wholesome
classroom atmosphere conducive to
the learning process
3. Planning and preparation of work
4. Skill in adapting instruction to
individual needs
5. Effective use of appropriate
methods
6. Skill in making lessons attractive
and interesting to pupils
7. Evidence of pupil growth in
knowledge, skills, appreciations, and
attitudes
8. Attention to pupil health, safety and
general welfare
9. Attention to physical conditions of
the classroom
10. Housekeeping and appearance of
room
11. Care of equipment by teacher and
students
12. Attention to records and reports
13. Attention to routine matters
Professional Qualities
1. Professional Attitude
2. Understanding of students
3. Effect on character of students
4. Resourcefulness and initiative
5. Evidence of professional growth
6. Willingness to accept special
assignments in connection with the
general school program
7. Effort to establish good
relationships with parents
8. Maintenance of good relationships
with other teachers and with
supervisors
Personal Qualities
1. Appearance
2. Voice, speech, English usage
Teacher _____________________________ Class ____________________ Date _____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
LESSON PLAN FORMAT TWO
Teacher Date
Topic
Objective
Setting the Stage
Instructional Input and Modeling
Guided Practice and Check for Understanding
Independent Practice
Materials Needed
Lesson Evaluation
Teacher ____________________________________ Date _______________________________
Instructions: Place a check in the appropriate space on the right.
The Teacher Usually Usually
Not
Comments
Explains the work well
Answers questions thoroughly
Explains a second time if necessary
Helps students outside class
Knows the subject well
Is always prepared
Wastes time in class
Gives unfair tests
Prepares class for tests or quizzes
Returns marked tests the next day
Gives too much homework
Reviews homework
Is too strict in class
Has a friendly personality
Has a sense of humor
Grades fairly
Explains to class how grades are determined
Meets pupils outside class to discuss problems
Makes me like to go to math class
OVERALL RATING
LESSON PLAN FORMAT THREE
Date __________________________ Day _____________________ Period _______________
Teacher _______________________ Subject __________________
Objectives Procedures Materials Evaluation
WILLIAM CAREY UNIVERSITY
Name ________________________________________________
Date of Observation _____________________________________
School Visited _________________________________________
Class Observed ________________________________________
Grade Level of Students _________________________________
Time Arrived __________________ Time Departed ___________
Teacher _______________________________________________
Describe what the teacher and students did during this period.
Comments:
CLASS DESCRIPTION
Teacher ___________________________________ School ________________________
Grade Level _________ Subject: _______________________ Period ________________
1. Age-range of class
2. Ability range
3. Socio-economic description
4. Typical demeanor of students
5. Typical interest and involvement of students
6. Prior relevant material studied
MUE 313 Lesson Plan Rubric
1. Construct a written lesson plan using the blank below.
2. Include National Standards for Arts Education and MS Framework
areas that will be addressed in the lesson.
3. Write clearly stated objectives that indicate terminal behaviors and
include a criterion.
4. Specifically enumerate in explicit detail each step of teacher action
In the presentation of the lesson under: Procedures.
5. List all materials to be utilized by students during the lesson.
6. Indicate how assessment of student mastery of stated objectives will
be conducted (written form, performance evaluation, etc.)
7. Include use of technology somewhere in the lesson.
8. Indicate teacher steps to provide: a. Remedial work to achieve the desired criterion for student
mastery of objectives b. Enrichment for those students who quickly master the
objectives c. Accommodations for disabilities
MUE 314
Lesson Plan Rubric 1. Construct a written lesson plan using the blank below.
2. Include National Standards for Arts Education and MS
Framework areas that will be addressed in the lesson.
3. Write clearly stated objectives that indicate terminal behaviors and
include a criterion.
4. Specifically enumerate in explicit detail each step of teacher action
In the presentation of the lesson under: Procedures.
5. List all materials to be utilized by students during the lesson.
6. Indicate how assessment of student mastery of stated objectives will
be conducted (written form, performance evaluation, etc.)
7. Include use of technology somewhere in the lesson.
8. Indicate teacher steps to provide: a. Remedial work to achieve the desired criterion for student
mastery of objectives b. Enrichment for those students who quickly master the
objectives c. Accommodations for disabilities
MUE 314
Lesson Plan Rubric 1. Construct a written lesson plan using the blank below.
2. Include National Standards for Arts Education and MS
Framework areas that will be addressed in the lesson.
3. Write clearly stated objectives that indicate terminal behaviors and
include a criterion.
4. Specifically enumerate in explicit detail each step of teacher action
In the presentation of the lesson under: Procedures.
5. List all materials to be utilized by students during the lesson.
6. Indicate how assessment of student mastery of stated objectives will
be conducted (written form, performance evaluation, etc.)
7. Include use of technology somewhere in the lesson.
8. Indicate teacher steps to provide: a. Remedial work to achieve the desired criterion for student
mastery of objectives b. Enrichment for those students who quickly master the
objectives c. Accommodations for disabilities
MUE 313 Teaching A Lesson
Name___________________________________________________Date____________
Concept to be Taught:
Positive Teaching Points:
Suggestions for improving teaching:
_____ Established Self as Teacher
_____ Positive manner with Students 5 - Outstanding
_____ Followed basic format of Lesson Plan 4-Excellent
_____ Ability to Explain/teach concept(s) 3-Good
_____ Assertive Discipline Established 2-Fair
_____ Flexibility/Flow 1-Poor
_____ Lesson Plan/Objective 0-Unacceptable
_____ Overall Teaching Effectiveness
32-35 A
25-31 B
18-24 C
11-17 D
_____Final Grade 4 -10 F
MUE 315 Teaching A Lesson
Name___________________________________________________Date____________
Concept to be Taught:
Positive Teaching Points:
Suggestions for improving teaching:
_____ Established Self as Teacher
_____ Positive manner with Students 5 - Outstanding
_____ Followed basic format of Lesson Plan 4-Excellent
_____ Ability to Explain/teach concept(s) 3-Good
_____ Assertive Discipline Established 2-Fair
_____ Flexibility/Flow 1-Poor
_____ Lesson Plan/Objective 0-Unacceptable
_____ Overall Teaching Effectiveness
32-35 A
25-31 B
18-24 C
11-17 D
PED 337 Methods of Teaching PE in
the Elementary School
24 Hours
PED 339 Methods of Teaching PE in
the Secondary School
24 Hours
William Carey University
To Whom It May Concern:
Subject: Class Observations and Peer Tutoring
As a requirement of _________, students are to complete some hours of observations in
the classroom. The students are asked to complete several observation checklists as they
observe the teaching methods and classroom management of the teacher. The information
recorded is confidential and will be reviewed only by the student and myself. Through
their observations, these William Carey students can further develop their own styles of
teaching.
As a further requirement of this course, students are asked to work with individuals or
small groups of students. After they have observed your class, if there is an opportunity
for WCU students to be of help to some of your students, either during the class period, at
break, before school or after school, the students in this class are available. All of these
students have had several content education classes, and some of them will be student
teaching in the next trimester.
Please sign below if you will permit our student(s) to observe your class and provide some
peer tutoring for your students. We know that you are busy, so all they will need from you
is a dated signature when they come and one short response form (or phone conversation)
at the end of the term. Hours are to be arranged to your mutual convenience.
Thank you,
Instructor
William Carey University
Reflection Paper After observing several class sessions, consider the following question.
As a Teacher I need to:
EXERCISE 2.2
Using Observation of Classroom Interaction to Analyze One Teacher’s Style
…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the
instructional style for that particular day. Be certain first to obtain permission and then to explain to
the teacher that you are observing, not evaluating, for teaching style. The host teacher may be
interested in discussing with you the results of your observation. A follow-up thank-you letter is
appropriate.
1. Class, grade level, school visited __________________________________________________
2. Date of visitation ______________________________________________________________
3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10
minutes what the teacher is doing at that very moment, marking the appropriate traditional or
facilitating teacher behavior on the chart below. Continue for the entire class meeting.
Traditional Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Prescribing (giving advice, directions, being
critical, evaluative, offering judgments)
Informing (giving information, lecturing,
interpreting)
Confronting (directing challenging students)
Traditional Behaviors Total
Facilitating Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Relaxing (releasing tension, using humor)
Mediating (asking for information, being
reflective, encouraging self-directed problem-
solving)
Supporting (approving, confirming, validating,
listening
Facilitating Behaviors Total
4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.
T/F ratio for this observation ____________________
5. Conclusions about the host teacher’s style on this day:
6. Did you discuss your observations with the host teacher?
Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult
Education, University of Surrey, England, 1975).
Name ________________________
School ________________________
Date __________________________
KEY ELEMENTS OF A MASTER TEACHER
Classroom Instruction and
Management
Outstanding Satisfactory Unsatisfactory Comments
1. Control of class
2. Maintenance of a wholesome
classroom atmosphere conducive to
the learning process
3. Planning and preparation of work
4. Skill in adapting instruction to
individual needs
5. Effective use of appropriate
methods
6. Skill in making lessons attractive
and interesting to pupils
7. Evidence of pupil growth in
knowledge, skills, appreciations, and
attitudes
8. Attention to pupil health, safety and
general welfare
9. Attention to physical conditions of
the classroom
10. Housekeeping and appearance of
room
11. Care of equipment by teacher and
students
12. Attention to records and reports
13. Attention to routine matters
Professional Qualities
1. Professional Attitude
2. Understanding of students
3. Effect on character of students
4. Resourcefulness and initiative
5. Evidence of professional growth
6. Willingness to accept special
assignments in connection with the
general school program
7. Effort to establish good
relationships with parents
8. Maintenance of good relationships
with other teachers and with
supervisors
Personal Qualities
1. Appearance
2. Voice, speech, English usage
Teacher _____________________________ Class ____________________ Date _____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
LESSON PLAN FORMAT TWO
Teacher Date
Topic
Objective
Setting the Stage
Instructional Input and Modeling
Guided Practice and Check for Understanding
Independent Practice
Materials Needed
Lesson Evaluation
Teacher ____________________________________ Date _______________________________
Instructions: Place a check in the appropriate space on the right.
The Teacher Usually Usually
Not
Comments
Explains the work well
Answers questions thoroughly
Explains a second time if necessary
Helps students outside class
Knows the subject well
Is always prepared
Wastes time in class
Gives unfair tests
Prepares class for tests or quizzes
Returns marked tests the next day
Gives too much homework
Reviews homework
Is too strict in class
Has a friendly personality
Has a sense of humor
Grades fairly
Explains to class how grades are determined
Meets pupils outside class to discuss problems
Makes me like to go to math class
OVERALL RATING
LESSON PLAN FORMAT THREE
Date __________________________ Day _____________________ Period _______________
Teacher _______________________ Subject __________________
Objectives Procedures Materials Evaluation
WILLIAM CAREY UNIVERSITY
Name ________________________________________________
Date of Observation _____________________________________
School Visited _________________________________________
Class Observed ________________________________________
Grade Level of Students _________________________________
Time Arrived __________________ Time Departed ___________
Teacher _______________________________________________
Describe what the teacher and students did during this period.
Comments:
CLASS DESCRIPTION
Teacher ___________________________________ School
________________________
Grade Level _________ Subject: _______________________ Period
________________
1. Age-range of class
2. Ability range
3. Socio-economic description
4. Typical demeanor of students
5. Typical interest and involvement of students
6. Prior relevant material studied
William Carey University
To Whom It May Concern:
Subject: Class Observations and Peer Tutoring
As a requirement of _________, students are to complete some hours of observations in
the classroom. The students are asked to complete several observation checklists as they
observe the teaching methods and classroom management of the teacher. The
information recorded is confidential and will be reviewed only by the student and myself.
Through their observations, these William Carey students can further develop their own
styles of teaching.
As a further requirement of this course, students are asked to work with individuals or
small groups of students. After they have observed your class, if there is an opportunity
for WCU students to be of help to some of your students, either during the class period, at
break, before school or after school, the students in this class are available. All of these
students have had several content education classes, and some of them will be student
teaching in the next trimester.
Please sign below if you will permit our student(s) to observe your class and provide
some peer tutoring for your students. We know that you are busy, so all they will need
from you is a dated signature when they come and one short response form (or phone
conversation) at the end of the term. Hours are to be arranged to your mutual
convenience.
Thank you,
Instructor
William Carey University
Reflection Paper After observing several class sessions, consider the following question.
As a Teacher I need to:
Teacher _____________________________ Class ____________________ Date
_____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
LESSON PLAN FORMAT TWO
Teacher Date
Topic
Objective
Setting the Stage
Instructional Input and Modeling
Guided Practice and Check for Understanding
Independent Practice
Materials Needed
WILLIAM CAREY UNIVERSITY
Name ________________________________________________
Date of Observation _____________________________________
School Visited _________________________________________
Class Observed ________________________________________
Grade Level of Students _________________________________
Time Arrived __________________ Time Departed ___________
Teacher _______________________________________________
Describe what the teacher and students did during this period.
Comments:
ENG 310 PEDAGOGICAL GRAMMAR
24 Hours
ENG 324
THE YOUNG ADULT NOVEL 24 Hours
ENG 417
METHODS OF TEACHING ENGLISH
24 Hours
Dear Administrator and Mentor Teachers
I teach EDU 417, Methods of Teaching English, where students determine their
philosophy for teaching language arts and develop specific educational methods to
support their philosophy.
As part of their class requirements, students must observe for three days a language arts
teacher and teach a lesson for one class period. These requirements help to ensure that
quality teachers will be in Mississippi’s classrooms. Therefore, I request permission that
the following student be allowed to complete these requirements at your school.
If you have further questions, you may reach by phone at 601-318-6150 and by e-mail at
Sincerely,
Rebecca M. Jordan
Associate Professor of English
William Carey University
STUDENT’S NAME ________________________________________________
MENTOR TEACHER _______________________________________________
SCHOOL _________________________________________________________
Please check activities in which education student participated:
_____ Observing
_____ Grading papers
_____ Aid in group work
_____ Aiding in teaching a lesson
_____ Teaching an individual lesson
I certify that the above Methods of Teaching English student spent three days or 24 hours
in my classroom co-teaching with me.
Mentor teacher __________________________________________________________
Date ___________________________________________
DOMAIN I PLANNING AND PREPARATION
6.1
Component 1a: Demonstrating Knowledge of Content and Pedagogy
Elements
Knowledge of content – Knowledge of prerequisite relationships – Knowledge of content-related pedagogy
ELEMENTS LEVEL OF PERFORMANCE
Unsatisfactory Basic Proficient Distinguished
Knowledge
Of Content
Teacher makes content
errors or does not correct
content errors students
make.
Teacher displays basic
content knowledge but
cannot articulate
connections with other
parts of the discipline or
with other disciplines.
Teacher displays solid
content knowledge and
makes connections between
the content and other parts
of the discipline and other
disciplines.
Teacher displays extreme
content knowledge with
evidence of continuing
pursuit of such knowledge.
Knowledge of
Prerequisite
Relationships
Teacher displays little
understanding of
prerequisite knowledge
important for student
learning of the content.
Teacher indicates some
awareness of prerequisite
learning although such
knowledge may be
incomplete or inaccurate.
Teacher’s plans and
practices reflect
understanding of the
prerequisite relationships
among topics and concepts.
Teacher actively builds on
knowledge of prerequisite
relationships when
describing instruction or
seeking causes for student
misunderstanding.
Knowledge of
Prerequisite
Pedagogy
Teacher displays little
understanding of
pedagogical issues involved
in student learning of the
content.
Teacher displays basic
pedagogical knowledge but
does not anticipate student
misconceptions.
Pedagogical practices
reflect current research on
best pedagogical practice
within the discipline but
without anticipating student
misconceptions.
Teacher displays
continuing search for best
practice and anticipates
student misconceptions.
DOMAIN I PLANNING AND PREPARATION
6.2
Component 1b: Demonstrating Knowledge of Students
Elements:
Knowledge of characteristics (Intellectual, social, and emotional) – Knowledge of students’ varied approaches
To learning – Knowledge of students’ skills and knowledge – Knowledge of students’ interests and cultural heritage
ELEMENTS LEVEL OF PERFORMANCE
Unsatisfactory Basic Proficient Distinguished
Knowledge of
Characteristics
of Age Group
Teacher displays minimal
knowledge of developmental
characteristics of age group.
Teacher displays generally
accurate knowledge of
developmental characteristics
of age group.
Teacher displays thorough
understanding of typical
developmental characteristics
of age group as well as
exceptions to general patterns.
Teacher displays knowledge
of typical developmental
characteristics of the age
group exceptions to the
patterns and the extent to
which each student follows
patterns.
Knowledge of
Students’ varied
Approaches to
Learning
Teacher is unfamiliar with the
different approaches to
learning that students exhibit,
such as learning styles,
modalities, and different
intelligences.
Teacher displays general
understanding of the different
approaches to learning the
students exhibit.
Teacher displays solid
understanding of the different
approaches to learning that
different students exhibit.
Teacher uses, where
appropriate, knowledge of
students varied approaches to
learning in instructional
planning.
Knowledge of
Students’ Skills
And Knowledge
Teacher displays little
knowledge of students’ skills
and knowledge and does not
indicate that such knowledge
is valuable.
Teacher recognizes the value
of understanding students’
skills and knowledge but
displays this knowledge for
the class only as a whole.
Teacher displays knowledge
of students’ skills and
knowledge for groups of
students and recognizes the
value of this knowledge.
Teacher displays knowledge
of students’ skills and
knowledge for each student,
including those with special
needs.
Knowledge of
Students’ Interests
And Cultural
Knowledge
Teacher displays little
knowledge of students’
interests or cultural heritage
and does not indicate heritage
and does not indicate that such
knowledge is valuable.
Teacher recognizes the value
of understanding students’
interests or cultural heritage
but displays this knowledge
for the class only as a whole.
Teacher displays knowledge
of the interests or cultural
heritage of groups of students
and recognizes the value of
this knowledge.
Teacher displays knowledge
of the interests or cultural
heritage of each student.
DOMAIN I PLANNING AND PREPARATION
6.3
Component 1c: Selecting Instructional Goals
Elements:
Value: Goals represent high expectations for students, and reflect important learning and conceptual understanding, curriculum
standards, and frameworks. - Clarity: Goals are clearly stated as student learning and permit sound assessment. - Suitability for
diverse students: Goals reflect needs of all students in a class – Balance: goals represent opportunities for different types of
learning – for example, thinking as well as knowledge – and coordination or integration within or across disciplines.
ELEMENTS LEVEL OF PERFORMANCE
Unsatisfactory Basic Proficient Distinguished
VALUE Goals are not valuable and
represent low expectations or
no conceptual understanding
for students. Goals do not
reflect important learning.
Goals are moderately valuable
in either their expectations or
conceptual understanding for
students and in importance of
learning.
Goals are valuable in their
level of expectations,
conceptual understanding, and
importance of learning.
Not only as the goals valuable
but teacher can also clearly
articulate how goals establish
high expectations and relate to
curriculum frameworks and
standards.
CLARITY Goals are either not clear or
are stated as student activities.
Goals do not permit viable
methods of assessment.
Goals are only moderately
clear or include a combination
of goals and activities. Some
goals do not permit viable
methods of assessment.
Most of the goals are clear but
may include a few activities.
Most permit viable methods of
assessment.
All the goals are clear, written
in the form of student
learning, and permit viable
methods of assessments.
SUITABILITY FOR
DIVERSE STUDENTS
Goals are not suitable for the
class.
Most of the goals are suitable
for most students in the class.
All the goals are suitable for
most students in the class.
Goals take into account the
varying learning needs of
individual students or groups.
BALANCE Goals reflect only one type of
learning and one discipline or
strand.
Goals reflect several types of
learning but no effort at
coordination or integration.
Goals reflect several different
types of learning and
opportunities for integration.
Goals reflect student initiative
in establishing important
learning.
DOMAIN I PLANNING AND PREPARATION
6.4
Component 1d: Demonstrating Knowledge of Responses
Elements:
Resources for teaching – Resources for students
ELEMENTS LEVEL OF PERFORMANCE
Unsatisfactory Basic Proficient Distinguished
Resources for Teaching Teacher is unaware of
resources available through
the school or district.
Teacher displays limited
awareness of resources
available through the school
or district.
Teacher is fully aware of all
resources available through
the school or district.
In addition to being aware of
school and district resources,
teacher actively seeks other
materials to enhance
instruction, for example, from
professional organizations or
through the community.
Resources for Students Teacher is unaware of
resources available to assist
students who need them.
Teacher displays limited
awareness of resources
available through the school
or district.
Teacher is fully aware of all
resources available through
the school or district and
knows how to gain access for
students.
In addition to being aware of
school and district resources,
teacher is aware of additional
resources available through
the community.
Professional Dispositions Evaluation Score Sheet
Part One
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
1. Applies reflective practices. The candidate:
Engages in productive and insightful reflection through discussion and journaling, resulting in
personal growth as a professional educator;
Examines a variety of perspectives and experiences to help improve student performance, and
Uses reflection to create and/or use alternate strategies that positively impact student learning. Comments:
2. Demonstrates commitment to a safe, supportive
learning environment.
The candidate:
Fosters an educational climate where students feel safe and eager to learn;
Exhibits the belief that all students can learn by using materials and resources that support
students’ needs;
Designs experiences that empower all students to be successful as learners; and
Encourages students to take pride in their work.
Comments:
3. Demonstrates high values and a caring, fair, honest,
responsible, and respectful attitude.
The candidate:
Demonstrates a positive, caring attitude toward students, families, and colleagues;
Respects the rights of others;
Demonstrates a high level of commitment to the educational profession;
Exhibits fairness, civility, diplomacy, tact, and sensitivity toward the feelings and opinions of
others; and
Displays a high degree of integrity.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina
University
Professional Dispositions Evaluation Score Sheet
Part Two
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
4. Establishes rapport with students, families, colleagues,
and community.
The candidate:
Builds relationships with students, teachers, colleagues, families, the community, and other school
personnel;
Makes positive contributions to group interactions through sharing ideas and materials; and
Invites and is invited by members of the school or community to engage in collaborative
partnerships to improve student learning. Comments:
5. Values diversity and exhibits sensitivity to and respect
for cultures.
The candidate:
Respects students as valued individuals by ensuring their learning needs are addressed through
culturally responsive experiences and environments; and
Exhibits, through personal interactions, an understanding of and respect for diversity in the
community, schools, families, and individuals including a variety of cultures, ethnicity, race,
exceptionalities, gender, languages, religion, sexual orientation, geographical and socioeconomic
backgrounds, and histories.
Comments:
6. Exhibits prompt regular attendance, wears
professional attire, and communicates in standard
English.
The candidate:
Demonstrates professional demeanor through conduct, attendance, dress, and punctuality;
Articulates ideas clearly in speaking and writing; and
Applies conventions of standard written and oral English.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina
University
Field Experience Notes
Reflective Analysis of Student Learning
Student teachers have to take notes during each time they work with their student or
observe in a classroom.
DATE/TIME Topic/Content Taught
What we did today
(e.g. activity)
Comments regarding
student difficulties and
improvements, as well as
what you learned about
the student and yourself.
LESSON PLAN
Instructional Area
____________________________________________________
Grade/Age Level _____________________Number of Students
_______________
Time needed for this lesson: _____________________________
Standards: The passage of the No Child Left Behind Act as well as other state and federal
legislations, has led to great accountability and an increased emphasis upon standards
based education. States and local school districts, professional organizations, such as the
International Reading Association (IRA),the National Council of Teachers of English
(NCTE), and Mississippi Department of Education Curriculum Frameworks. On your
plan, you should list the standards that are addressed by your lesson.
Objectives: The objective should be written in measurable terms. What new skill will the students
gain as a result of this lesson? Example of an objective: The students will decode works
containing the VCe (vowel-consonant-silent e) pattern.
Materials Needed: List all materials needed to implement this lesson.
Procedures: In this section, you should state the teaching procedures and activities you will use.
Introduction:
Development:
Conclusion:
Evaluation:
You should plan a way to determine the students have met the objective you set at the
beginning of the lesson. Example: Given a list of words containing the VCe pattern, the
students will read the list with a minimum of 95% accuracy.
Clinical Experience Activities Checklist
For the Mentoring Teacher
The School of Education encourages our clinical students to work directly with students
as much as possible. At the same time, they should take advantage of your expertise in
the classroom. That requires careful observation with reflection on the clinical student’s
part. To help facilitate both of these goals, we have provided a checklist of suggested
activities that clinical students may be able to accomplish. Please do not consider this an
exhaustive list. Any activity that will assist you and/or your students is an activity our
clinical students should experience.
The following activities begin at a basic level that a less-experienced student might feel
more comfortable with and build to a level that more-experienced students might learn
from. Feel free
To discuss the list with your clinical student at the beginning of the clinical experience to
decide on activities that would offer a good starting point. The clinical student can check
activities as s/he completes them, moving onto more demanding activities as the clinical
experience progresses.
Read aloud to students
Explain instructional material
Distribute supplies/equipment
Take attendance
Keep records of grades
Discuss education issues with mentor teacher
Prepare materials
Arrange displays/exhibits
Locate resource people
Locate resource material
Plan and implement simple activities
Instruct small groups (simple activities)
Help children form groups/teams
Conference with students about their writing and/or class projects
Teach simple mini-lessons
Monitor small group work/cooperative learning activities
Grade student worksheets or quizzes
Work with or design experiments
Share special talents in an curriculum area
Prepare and lead activities to enrich or extend the curriculum
Review concepts previously learned
Assist students who need extra help with concepts
Lead the class in checking assignments
Design and implement a full-length lesson
Dispositions Evaluation Form
Thank you for providing an opportunity for a William Carey University student teacher
to work with students in your classroom. It is important for prospective teachers to have
many opportunities to interact with students. Your assistance in this valuable educational
process is greatly appreciated. We need your perspective regarding the student teacher’s
interactions with students.
Student Teacher
__________________________________________________________________
Please place an X in the appropriate
column.
Needs
Improvement
Acceptable Proficient
1. Prepares and presents lessons well.
2. Assisted small group by tutoring.
\
3. Is dependable and punctual.
4. Communicates personal enthusiasm.
5. Is willing to cooperate and assist.
6. Works well with individual students.
7. Demonstrates initiative/self-motivation.
8. Presents a positive attitude.
9. Takes constructive criticism well.
10. Shows promise as a future teacher.
Comments:
Total hours completed ______Supervising Teacher’s Name _______________________
Supervising Teacher Signature _____________________________Date ____________
Self Evaluation of Professional Dispositions
Student ___________________________________ Date _______________
Select one under each category.
1. Attendance: As a college student, how would you describe your attendance?
a. I attend class regularly.
b.
c. My attendance is irregular with notification.
d.
e. My attendance is irregular without notification.
2. Timeliness: How would you describe your typical arrival at your classes?
a. I am always on time.
b.
c. I am occasionally late.
d.
e. I am frequently late.
3. Independence and Initiative: How would you describe your ability to work
independently and take initiative?
a. I demonstrate independence and initiative.
b.
c. I operate independently with direction.
d.
e. I need step-by-step instruction.
4. Finding Resources: What resources do you seek?
a. I find resources beyond those provided in class.
b.
c. I use only resources provided in class.
d.
e. I neglect available resources provided.
5. Constructive Suggestions: How open are you to constructive suggestions?
a. I am very receptive to constructive suggestions.
b.
c. I occasionally accept ideas and suggestions.
d.
e. I reject/ignore ideas and suggestions.
6. Responsiveness: How responsive are you?
a. I listen and respond thoughtfully to others.
b.
c. I demonstrate minimal responsiveness to others.
d.
e. I am not responsive to others.
7. Function within a Group: How you do function in a group?
a. I actively contribute to positive group functioning.
b.
c. I work well in a group if prompted.
d.
e. I do not work effectively with others.
8. Engagement and Reflection: How would you describe your engagement in and
reflection on learning?
a. I am curious and reflective about teaching.
b.
c. I engage but my reflection is limited to specific course content.
d.
e. I am disengaged and/or do minimal reflection (if any at all).
9. Context for Learning: As a prospective teacher, how would you describe the
way you plan to teach?
a. My planning will be child-focused and considerate of context.
b.
c. My planning will be based on teaching principles alone.
d.
e. My planning will be based on course requirements alone.
10. Handling Frustration: How you handle frustration?
a. I handle frustration appropriately (i.e. calm and rational).
b.
c. Sometimes frustration interferes with my classroom performance.
d.
e. I vent frustration inappropriately (i.e. not typically calm or rational).
11. Timeliness of Assignment Completion: How do you turn in assignments (in
general)?
a. I always turn in assignments on time.
b.
c. I handle late assignments responsibly.
d.
e. I turn in assignments late without any exception.
12. Professional Ethics: How would you describe your ethical behavior?
a. I consistently adhere to standards of ethics for WCU student behavior.
b.
c. I demonstrate adherence to some ethical expectations for WCU students.
d.
e. I engage in unethical behavior (i.e. unprofessional discussion of students).
13. Respecting Diversity: Do you respect the diversity of others?
a. I always demonstrate respect toward diverse students.
b.
c. I occasionally demonstrate respect toward diverse students.
d.
e. I demonstrate disrespect towards diverse students.
14. Cultural Perspectives: How do you respond to different cultural perspectives?
a. I always listen and respond thoughtfully to diverse cultural perspectives.
b.
c. I occasionally listen to diverse cultural perspectives and experiences.
d.
e. I resist consideration of diverse cultural perspectives.
15. My Perspectives: How well do you communicate with others?
a. I critically examine my own perspectives and experiences on a frequent
basis.
b.
c. I occasionally examine my own perspectives and experiences.
d.
e. I am unwilling to examine my perspectives and experiences.
16. Communication Skills: How well do you communicate with others?
a. I express my ideas clearly, articulately, and appropriately in conversation
and discussions.
b.
c. I occasionally express ideas clearly, articulately, and appropriately in
conversation or discussions.
d.
e. I struggle to express ideas in conversation or discussions.
17. Clarity and Coherency of Writing: How would you describe the quality of
your writing?
a. I express ideas clearly and coherently in writing.
b.
c. I occasionally lack coherence and clarity in writing.
d.
e. I lack coherence and clarity in writing.
18. Clarity and Confidence in Oral Presentations: How would you describe the
quality of your speaking skills?
a. I express ideas confidently and clearly during oral presentations.
b.
c. I sometimes express my ideas clearly and confidently during oral
presentations.
d.
e. I struggle to express ideas during oral presentations.
Secondary Social Studies
Education 7 – 12 grades
HIS 422
World History for Teachers 30 Hours
HIS 423 United States History for Teachers
30 Hours
William Carey University
School of Education Field Practicum Time Card
Student Name
Phone
District Placement Teacher
School Placement Teacher’s Email
School Phone
Grade Level
Required Weeks
1 2 3 4 5 6 7 8 9 10 Total
Hours
Placement
Teacher’s
Initials
I certify that the above information is correct. Placement teacher must initial under all columns
with reported hours including the “Total.”
Intern Signature/Date
Placement Teacher Signature/Date
Dear Administrator and Mentor Teachers
I teach ___________________________________, where students determine their
philosophy for teaching language arts and develop specific educational methods to
support their philosophy.
As part of their class requirements, students must observe ________________________
teacher and teach a lesson for one class period. These requirements help to ensure that
quality teachers will be in Mississippi’s classrooms. Therefore, I request permission that
the following student be allowed to complete these requirements at your school.
If you have further questions, you may reach by phone at ______________ and by e-mail
at ______________________.
Sincerely,
William Carey University
STUDENT’S NAME ________________________________________________
MENTOR TEACHER _______________________________________________
SCHOOL _________________________________________________________
Please check activities in which education student participated:
_____ Observing
_____ Grading papers
_____ Aid in group work
_____ Aiding in teaching a lesson
_____ Teaching an individual lesson
I certify that the above student spent _____________ hours in my classroom co-teaching
with me.
Mentor teacher __________________________________________________________
Date ___________________________________________
Professional Dispositions Evaluation Score Sheet
Part One
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
1. Applies reflective practices. The candidate:
Engages in productive and insightful reflection through discussion and journaling, resulting in
personal growth as a professional educator;
Examines a variety of perspectives and experiences to help improve student performance, and
Uses reflection to create and/or use alternate strategies that positively impact student learning. Comments:
2. Demonstrates commitment to a safe, supportive
learning environment.
The candidate:
Fosters an educational climate where students feel safe and eager to learn;
Exhibits the belief that all students can learn by using materials and resources that support
students’ needs;
Designs experiences that empower all students to be successful as learners; and
Encourages students to take pride in their work.
Comments:
3. Demonstrates high values and a caring, fair, honest,
responsible, and respectful attitude.
The candidate:
Demonstrates a positive, caring attitude toward students, families, and colleagues;
Respects the rights of others;
Demonstrates a high level of commitment to the educational profession;
Exhibits fairness, civility, diplomacy, tact, and sensitivity toward the feelings and opinions of
others; and
Displays a high degree of integrity.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina
University
Professional Dispositions Evaluation Score Sheet
Part Two
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
4. Establishes rapport with students, families, colleagues,
and community.
The candidate:
Builds relationships with students, teachers, colleagues, families, the community, and other school
personnel;
Makes positive contributions to group interactions through sharing ideas and materials; and
Invites and is invited by members of the school or community to engage in collaborative
partnerships to improve student learning. Comments:
5. Values diversity and exhibits sensitivity to and respect
for cultures.
The candidate:
Respects students as valued individuals by ensuring their learning needs are addressed through
culturally responsive experiences and environments; and
Exhibits, through personal interactions, an understanding of and respect for diversity in the
community, schools, families, and individuals including a variety of cultures, ethnicity, race,
exceptionalities, gender, languages, religion, sexual orientation, geographical and socioeconomic
backgrounds, and histories.
Comments:
6. Exhibits prompt regular attendance, wears
professional attire, and communicates in standard
English.
The candidate:
Demonstrates professional demeanor through conduct, attendance, dress, and punctuality;
Articulates ideas clearly in speaking and writing; and
Applies conventions of standard written and oral English.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina
University
Field Experience Notes
Reflective Analysis of Student Learning
Student teachers have to take notes during each time they work with their student or
observe in a classroom.
DATE/TIME Topic/Content Taught
What we did today
(e.g. activity)
Comments regarding
student difficulties and
improvements, as well as
what you learned about
the student and yourself.
LESSON PLAN
Instructional Area
____________________________________________________
Grade/Age Level _________Number of Students _______________
Time needed for this lesson: _____________________________
Standards: The passage of the No Child Left Behind Act as well as other state and federal
legislations, has led to great accountability and an increased emphasis upon standards
based education. States and local school districts, professional organizations, such as the
International Reading Association (IRA),the National Council of Teachers of English
(NCTE), and Mississippi Department of Education Curriculum Frameworks. On your
plan, you should list the standards that are addressed by your lesson.
Objectives: The objective should be written in measurable terms. What new skill will the students
gain as a result of this lesson? Example of an objective: The students will decode works
containing the VCe (vowel-consonant-silent e) pattern.
Materials Needed: List all materials needed to implement this lesson.
Procedures: In this section, you should state the teaching procedures and activities you will use.
Introduction:
Development:
Conclusion:
Evaluation:
You should plan a way to determine the students have met the objective you set at the
beginning of the lesson. Example: Given a list of words containing the VCe pattern, the
students will read the list with a minimum of 95% accuracy.
Clinical Experience Activities Checklist
For the Mentoring Teacher
The School of Education encourages our clinical students to work directly with students
as much as possible. At the same time, they should take advantage of your expertise in
the classroom. That requires careful observation with reflection on the clinical student’s
part. To help facilitate both of these goals, we have provided a checklist of suggested
activities that clinical students may be able to accomplish. Please do not consider this an
exhaustive list. Any activity that will assist you and/or your students is an activity our
clinical students should experience.
The following activities begin at a basic level that a less-experienced student might feel
more comfortable with and build to a level that more-experienced students might learn
from. Feel free
To discuss the list with your clinical student at the beginning of the clinical experience to
decide on activities that would offer a good starting point. The clinical student can check
activities as s/he completes them, moving onto more demanding activities as the clinical
experience progresses.
Read aloud to students
Explain instructional material
Distribute supplies/equipment
Take attendance
Keep records of grades
Discuss education issues with mentor teacher
Prepare materials
Arrange displays/exhibits
Locate resource people
Locate resource material
Plan and implement simple activities
Instruct small groups (simple activities)
Help children form groups/teams
Conference with students about their writing and/or class projects
Teach simple mini-lessons
Monitor small group work/cooperative learning activities
Grade student worksheets or quizzes
Work with or design experiments
Share special talents in an curriculum area
Prepare and lead activities to enrich or extend the curriculum
Review concepts previously learned
Assist students who need extra help with concepts
Lead the class in checking assignments
Design and implement a full-length lesson
Dispositions Evaluation Form
Thank you for providing an opportunity for a William Carey University student teacher
to work with students in your classroom. It is important for prospective teachers to have
many opportunities to interact with students. Your assistance in this valuable educational
process is greatly appreciated. We need your perspective regarding the student teacher’s
interactions with students.
Student Teacher
__________________________________________________________________
Please place an X in the appropriate
column.
Needs
Improvement
Acceptable Proficient
11. Prepares and presents lessons well.
12. Assisted small group by tutoring.
\
13. Is dependable and punctual.
14. Communicates personal enthusiasm.
15. Is willing to cooperate and assist.
16. Works well with individual students.
17. Demonstrates initiative/self-motivation.
18. Presents a positive attitude.
19. Takes constructive criticism well.
20. Shows promise as a future teacher.
Comments:
Total hours completed _____Supervising Teacher’s Name ________________________
Supervising Teacher Signature ______________________________Date ____________
Self Evaluation of Professional Dispositions
Student ___________________________________ Date _______________
Select one under each category.
1. Attendance: As a college student, how would you describe your attendance?
f. I attend class regularly.
g.
h. My attendance is irregular with notification.
i.
j. My attendance is irregular without notification.
19. Timeliness: How would you describe your typical arrival at your classes?
a. I am always on time.
b.
c. I am occasionally late.
d.
e. I am frequently late.
20. Independence and Initiative: How would you describe your ability to work
independently and take initiative?
a. I demonstrate independence and initiative.
b.
c. I operate independently with direction.
d.
e. I need step-by-step instruction.
21. Finding Resources: What resources do you seek?
a. I find resources beyond those provided in class.
b.
c. I use only resources provided in class.
d.
e. I neglect available resources provided.
22. Constructive Suggestions: How open are you to constructive suggestions?
a. I am very receptive to constructive suggestions.
b.
c. I occasionally accept ideas and suggestions.
d.
e. I reject/ignore ideas and suggestions.
23. Responsiveness: How responsive are you?
a. I listen and respond thoughtfully to others.
b.
c. I demonstrate minimal responsiveness to others.
d.
e. I am not responsive to others.
24. Function within a Group: How you do function in a group?
a. I actively contribute to positive group functioning.
b.
c. I work well in a group if prompted.
d.
e. I do not work effectively with others.
25. Engagement and Reflection: How would you describe your engagement in and
reflection on learning?
a. I am curious and reflective about teaching.
b.
c. I engage but my reflection is limited to specific course content.
d.
e. I am disengaged and/or do minimal reflection (if any at all).
26. Context for Learning: As a prospective teacher, how would you describe the
way you plan to teach?
a. My planning will be child-focused and considerate of context.
b.
c. My planning will be based on teaching principles alone.
d.
e. My planning will be based on course requirements alone.
27. Handling Frustration: How you handle frustration?
a. I handle frustration appropriately (i.e. calm and rational).
b.
c. Sometimes frustration interferes with my classroom performance.
d.
e. I vent frustration inappropriately (i.e. not typically calm or rational).
28. Timeliness of Assignment Completion: How do you turn in assignments (in
general)?
a. I always turn in assignments on time.
b.
c. I handle late assignments responsibly.
d.
e. I turn in assignments late without any exception.
29. Professional Ethics: How would you describe your ethical behavior?
a. I consistently adhere to standards of ethics for WCU student behavior.
b.
c. I demonstrate adherence to some ethical expectations for WCU students.
d.
e. I engage in unethical behavior (i.e. unprofessional discussion of students).
30. Respecting Diversity: Do you respect the diversity of others?
a. I always demonstrate respect toward diverse students.
b.
c. I occasionally demonstrate respect toward diverse students.
d.
e. I demonstrate disrespect towards diverse students.
31. Cultural Perspectives: How do you respond to different cultural perspectives?
a. I always listen and respond thoughtfully to diverse cultural perspectives.
b.
c. I occasionally listen to diverse cultural perspectives and experiences.
d.
e. I resist consideration of diverse cultural perspectives.
32. My Perspectives: How well do you communicate with others?
a. I critically examine my own perspectives and experiences on a frequent
basis.
b.
c. I occasionally examine my own perspectives and experiences.
d.
e. I am unwilling to examine my perspectives and experiences.
33. Communication Skills: How well do you communicate with others?
a. I express my ideas clearly, articulately, and appropriately in conversation
and discussions.
b.
c. I occasionally express ideas clearly, articulately, and appropriately in
conversation or discussions.
d.
e. I struggle to express ideas in conversation or discussions.
34. Clarity and Coherency of Writing: How would you describe the quality of
your writing?
a. I express ideas clearly and coherently in writing.
b.
c. I occasionally lack coherence and clarity in writing.
d.
e. I lack coherence and clarity in writing.
35. Clarity and Confidence in Oral Presentations: How would you describe the
quality of your speaking skills?
a. I express ideas confidently and clearly during oral presentations.
b.
c. I sometimes express my ideas clearly and confidently during oral
presentations.
d.
e. I struggle to express ideas during oral presentations.
Secondary
Biology Education
7 – 12 grades
BIO 340 Teaching Biology in the
Secondary Schools 60 Hours
William Carey University
School of Education Field Practicum Time Card
Student Name
Phone
District Placement Teacher
School Placement Teacher’s Email
School Phone
Grade Level
Required Weeks
1 2 3 4 5 6 7 8 9 10 Total
Hours
Placement
Teacher’s
Initials
I certify that the above information is correct. Placement teacher must initial under all columns
with reported hours including the “Total.”
Intern Signature/Date
Placement Teacher Signature/Date
Dear Administrator and Mentor Teachers
I teach ___________________________________, where students determine their
philosophy for teaching language arts and develop specific educational methods to
support their philosophy.
As part of their class requirements, students must observe ________________________
teacher and teach a lesson for one class period. These requirements help to ensure that
quality teachers will be in Mississippi’s classrooms. Therefore, I request permission that
the following student be allowed to complete these requirements at your school.
If you have further questions, you may reach by phone at ______________ and by e-mail
at ______________________.
Sincerely,
William Carey University
STUDENT’S NAME ________________________________________________
MENTOR TEACHER _______________________________________________
SCHOOL _________________________________________________________
Please check activities in which education student participated:
_____ Observing
_____ Grading papers
_____ Aid in group work
_____ Aiding in teaching a lesson
_____ Teaching an individual lesson
I certify that the above student spent _____________ hours in my classroom co-teaching
with me.
Mentor teacher __________________________________________________________
Date ___________________________________________
Professional Dispositions Evaluation Score Sheet
Part One
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
1. Applies reflective practices. The candidate:
Engages in productive and insightful reflection through discussion and journaling, resulting in
personal growth as a professional educator;
Examines a variety of perspectives and experiences to help improve student performance, and
Uses reflection to create and/or use alternate strategies that positively impact student learning. Comments:
2. Demonstrates commitment to a safe, supportive
learning environment.
The candidate:
Fosters an educational climate where students feel safe and eager to learn;
Exhibits the belief that all students can learn by using materials and resources that support
students’ needs;
Designs experiences that empower all students to be successful as learners; and
Encourages students to take pride in their work.
Comments:
3. Demonstrates high values and a caring, fair, honest,
responsible, and respectful attitude.
The candidate:
Demonstrates a positive, caring attitude toward students, families, and colleagues;
Respects the rights of others;
Demonstrates a high level of commitment to the educational profession;
Exhibits fairness, civility, diplomacy, tact, and sensitivity toward the feelings and opinions of
others; and
Displays a high degree of integrity.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina
University
Professional Dispositions Evaluation Score Sheet
Part Two
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
4. Establishes rapport with students, families, colleagues,
and community.
The candidate:
Builds relationships with students, teachers, colleagues, families, the community, and other school
personnel;
Makes positive contributions to group interactions through sharing ideas and materials; and
Invites and is invited by members of the school or community to engage in collaborative
partnerships to improve student learning. Comments:
5. Values diversity and exhibits sensitivity to and respect
for cultures.
The candidate:
Respects students as valued individuals by ensuring their learning needs are addressed through
culturally responsive experiences and environments; and
Exhibits, through personal interactions, an understanding of and respect for diversity in the
community, schools, families, and individuals including a variety of cultures, ethnicity, race,
exceptionalities, gender, languages, religion, sexual orientation, geographical and socioeconomic
backgrounds, and histories.
Comments:
6. Exhibits prompt regular attendance, wears
professional attire, and communicates in standard
English.
The candidate:
Demonstrates professional demeanor through conduct, attendance, dress, and punctuality;
Articulates ideas clearly in speaking and writing; and
Applies conventions of standard written and oral English.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina
University
Field Experience Notes
Reflective Analysis of Student Learning
Student teachers have to take notes during each time they work with their student or
observe in a classroom.
DATE/TIME Topic/Content Taught
What we did today
(e.g. activity)
Comments regarding
student difficulties and
improvements, as well as
what you learned about
the student and yourself.
LESSON PLAN
Instructional Area
____________________________________________________
Grade/Age Level _________Number of Students _______________
Time needed for this lesson: _____________________________
Standards: The passage of the No Child Left Behind Act as well as other state and federal
legislations, has led to great accountability and an increased emphasis upon standards
based education. States and local school districts, professional organizations, such as the
International Reading Association (IRA),the National Council of Teachers of English
(NCTE), and Mississippi Department of Education Curriculum Frameworks. On your
plan, you should list the standards that are addressed by your lesson.
Objectives: The objective should be written in measurable terms. What new skill will the students
gain as a result of this lesson? Example of an objective: The students will decode works
containing the VCe (vowel-consonant-silent e) pattern.
Materials Needed: List all materials needed to implement this lesson.
Procedures: In this section, you should state the teaching procedures and activities you will use.
Introduction:
Development:
Conclusion:
Evaluation:
You should plan a way to determine the students have met the objective you set at the
beginning of the lesson. Example: Given a list of words containing the VCe pattern, the
students will read the list with a minimum of 95% accuracy.
Clinical Experience Activities Checklist
For the Mentoring Teacher
The School of Education encourages our clinical students to work directly with students
as much as possible. At the same time, they should take advantage of your expertise in
the classroom. That requires careful observation with reflection on the clinical student’s
part. To help facilitate both of these goals, we have provided a checklist of suggested
activities that clinical students may be able to accomplish. Please do not consider this an
exhaustive list. Any activity that will assist you and/or your students is an activity our
clinical students should experience.
The following activities begin at a basic level that a less-experienced student might feel
more comfortable with and build to a level that more-experienced students might learn
from. Feel free
To discuss the list with your clinical student at the beginning of the clinical experience to
decide on activities that would offer a good starting point. The clinical student can check
activities as s/he completes them, moving onto more demanding activities as the clinical
experience progresses.
Read aloud to students
Explain instructional material
Distribute supplies/equipment
Take attendance
Keep records of grades
Discuss education issues with mentor teacher
Prepare materials
Arrange displays/exhibits
Locate resource people
Locate resource material
Plan and implement simple activities
Instruct small groups (simple activities)
Help children form groups/teams
Conference with students about their writing and/or class projects
Teach simple mini-lessons
Monitor small group work/cooperative learning activities
Grade student worksheets or quizzes
Work with or design experiments
Share special talents in an curriculum area
Prepare and lead activities to enrich or extend the curriculum
Review concepts previously learned
Assist students who need extra help with concepts
Lead the class in checking assignments
Design and implement a full-length lesson
Dispositions Evaluation Form
Thank you for providing an opportunity for a William Carey University student teacher
to work with students in your classroom. It is important for prospective teachers to have
many opportunities to interact with students. Your assistance in this valuable educational
process is greatly appreciated. We need your perspective regarding the student teacher’s
interactions with students.
Student Teacher
__________________________________________________________________
Please place an X in the appropriate
column.
Needs
Improvement
Acceptable Proficient
21. Prepares and presents lessons well.
22. Assisted small group by tutoring.
\
23. Is dependable and punctual.
24. Communicates personal enthusiasm.
25. Is willing to cooperate and assist.
26. Works well with individual students.
27. Demonstrates initiative/self-motivation.
28. Presents a positive attitude.
29. Takes constructive criticism well.
30. Shows promise as a future teacher.
Comments:
Total hours completed _____Supervising Teacher’s Name ________________________
Supervising Teacher Signature ______________________________Date ____________
Self Evaluation of Professional Dispositions
Student ___________________________________ Date _______________
Select one under each category.
1. Attendance: As a college student, how would you describe your attendance?
f. I attend class regularly.
g.
h. My attendance is irregular with notification.
i.
j. My attendance is irregular without notification.
36. Timeliness: How would you describe your typical arrival at your classes?
a. I am always on time.
b.
c. I am occasionally late.
d.
e. I am frequently late.
37. Independence and Initiative: How would you describe your ability to work
independently and take initiative?
a. I demonstrate independence and initiative.
b.
c. I operate independently with direction.
d.
e. I need step-by-step instruction.
38. Finding Resources: What resources do you seek?
a. I find resources beyond those provided in class.
b.
c. I use only resources provided in class.
d.
e. I neglect available resources provided.
39. Constructive Suggestions: How open are you to constructive suggestions?
a. I am very receptive to constructive suggestions.
b.
c. I occasionally accept ideas and suggestions.
d.
e. I reject/ignore ideas and suggestions.
40. Responsiveness: How responsive are you?
a. I listen and respond thoughtfully to others.
b.
c. I demonstrate minimal responsiveness to others.
d.
e. I am not responsive to others.
41. Function within a Group: How you do function in a group?
a. I actively contribute to positive group functioning.
b.
c. I work well in a group if prompted.
d.
e. I do not work effectively with others.
42. Engagement and Reflection: How would you describe your engagement in and
reflection on learning?
a. I am curious and reflective about teaching.
b.
c. I engage but my reflection is limited to specific course content.
d.
e. I am disengaged and/or do minimal reflection (if any at all).
43. Context for Learning: As a prospective teacher, how would you describe the
way you plan to teach?
a. My planning will be child-focused and considerate of context.
b.
c. My planning will be based on teaching principles alone.
d.
e. My planning will be based on course requirements alone.
44. Handling Frustration: How you handle frustration?
a. I handle frustration appropriately (i.e. calm and rational).
b.
c. Sometimes frustration interferes with my classroom performance.
d.
e. I vent frustration inappropriately (i.e. not typically calm or rational).
45. Timeliness of Assignment Completion: How do you turn in assignments (in
general)?
a. I always turn in assignments on time.
b.
c. I handle late assignments responsibly.
d.
e. I turn in assignments late without any exception.
46. Professional Ethics: How would you describe your ethical behavior?
a. I consistently adhere to standards of ethics for WCU student behavior.
b.
c. I demonstrate adherence to some ethical expectations for WCU students.
d.
e. I engage in unethical behavior (i.e. unprofessional discussion of students).
47. Respecting Diversity: Do you respect the diversity of others?
a. I always demonstrate respect toward diverse students.
b.
c. I occasionally demonstrate respect toward diverse students.
d.
e. I demonstrate disrespect towards diverse students.
48. Cultural Perspectives: How do you respond to different cultural perspectives?
a. I always listen and respond thoughtfully to diverse cultural perspectives.
b.
c. I occasionally listen to diverse cultural perspectives and experiences.
d.
e. I resist consideration of diverse cultural perspectives.
49. My Perspectives: How well do you communicate with others?
a. I critically examine my own perspectives and experiences on a frequent
basis.
b.
c. I occasionally examine my own perspectives and experiences.
d.
e. I am unwilling to examine my perspectives and experiences.
50. Communication Skills: How well do you communicate with others?
a. I express my ideas clearly, articulately, and appropriately in conversation
and discussions.
b.
c. I occasionally express ideas clearly, articulately, and appropriately in
conversation or discussions.
d.
e. I struggle to express ideas in conversation or discussions.
51. Clarity and Coherency of Writing: How would you describe the quality of
your writing?
a. I express ideas clearly and coherently in writing.
b.
c. I occasionally lack coherence and clarity in writing.
d.
e. I lack coherence and clarity in writing.
52. Clarity and Confidence in Oral Presentations: How would you describe the
quality of your speaking skills?
a. I express ideas confidently and clearly during oral presentations.
b.
c. I sometimes express my ideas clearly and confidently during oral
presentations.
d.
e. I struggle to express ideas during oral presentations.
ART EDUCATION
K-12
ART 319 Art in Elementary School
15 Hours
ART 320 Art in Secondary School
20 Hours
William Carey University
School of Education Field Practicum Time Card
Student Name
Phone
District Placement Teacher
School Placement Teacher’s Email
School Phone
Grade Level
Required Weeks
1 2 3 4 5 6 7 8 9 10 Total
Hours
Placement
Teacher’s
Initials
I certify that the above information is correct. Placement teacher must initial under all columns
with reported hours including the “Total.”
Intern Signature/Date
Placement Teacher Signature/Date
Dear Administrator and Mentor Teachers
I teach ___________________________________, where students determine their
philosophy for teaching language arts and develop specific educational methods to
support their philosophy.
As part of their class requirements, students must observe ________________________
teacher and teach a lesson for one class period. These requirements help to ensure that
quality teachers will be in Mississippi’s classrooms. Therefore, I request permission that
the following student be allowed to complete these requirements at your school.
If you have further questions, you may reach by phone at ______________ and by e-mail
at ______________________.
Sincerely,
William Carey University
STUDENT’S NAME ________________________________________________
MENTOR TEACHER _______________________________________________
SCHOOL _________________________________________________________
Please check activities in which education student participated:
_____ Observing
_____ Grading papers
_____ Aid in group work
_____ Aiding in teaching a lesson
_____ Teaching an individual lesson
I certify that the above student spent _____________ hours in my classroom co-teaching
with me.
Mentor teacher __________________________________________________________
Date ___________________________________________
Professional Dispositions Evaluation Score Sheet
Part One
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
1. Applies reflective practices. The candidate:
Engages in productive and insightful reflection through discussion and journaling, resulting in
personal growth as a professional educator;
Examines a variety of perspectives and experiences to help improve student performance, and
Uses reflection to create and/or use alternate strategies that positively impact student learning. Comments:
2. Demonstrates commitment to a safe, supportive
learning environment.
The candidate:
Fosters an educational climate where students feel safe and eager to learn;
Exhibits the belief that all students can learn by using materials and resources that support students’
needs;
Designs experiences that empower all students to be successful as learners; and
Encourages students to take pride in their work.
Comments:
3. Demonstrates high values and a caring, fair, honest,
responsible, and respectful attitude.
The candidate:
Demonstrates a positive, caring attitude toward students, families, and colleagues;
Respects the rights of others;
Demonstrates a high level of commitment to the educational profession;
Exhibits fairness, civility, diplomacy, tact, and sensitivity toward the feelings and opinions of
others; and
Displays a high degree of integrity.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina University
Professional Dispositions Evaluation Score Sheet
Part Two
Professional Dispositions Ratings
The Candidate: CE SE RE NR
3 2 1 NR
4. Establishes rapport with students, families, colleagues,
and community.
The candidate:
Builds relationships with students, teachers, colleagues, families, the community, and other school
personnel;
Makes positive contributions to group interactions through sharing ideas and materials; and
Invites and is invited by members of the school or community to engage in collaborative
partnerships to improve student learning. Comments:
5. Values diversity and exhibits sensitivity to and respect
for cultures.
The candidate:
Respects students as valued individuals by ensuring their learning needs are addressed through
culturally responsive experiences and environments; and
Exhibits, through personal interactions, an understanding of and respect for diversity in the
community, schools, families, and individuals including a variety of cultures, ethnicity, race,
exceptionalities, gender, languages, religion, sexual orientation, geographical and socioeconomic
backgrounds, and histories.
Comments:
6. Exhibits prompt regular attendance, wears
professional attire, and communicates in standard
English.
The candidate:
Demonstrates professional demeanor through conduct, attendance, dress, and punctuality;
Articulates ideas clearly in speaking and writing; and
Applies conventions of standard written and oral English.
Comments:
CE – Consistently Evident SE – Somewhat Evident RE – Rarely Evident NR – Not Rated Adapted from Dispositions Forms from York College of the City University of New York and Eastern Carolina University
Field Experience Notes
Reflective Analysis of Student Learning
Student teachers have to take notes during each time they work with their student or
observe in a classroom.
DATE/TIME Topic/Content Taught
What we did today
(e.g. activity)
Comments regarding
student difficulties and
improvements, as well as
what you learned about
the student and yourself.
LESSON PLAN
Instructional Area
____________________________________________________
Grade/Age Level _________Number of Students _______________
Time needed for this lesson: _____________________________
Standards: The passage of the No Child Left Behind Act as well as other state and federal legislations,
has led to great accountability and an increased emphasis upon standards based education.
States and local school districts, professional organizations, such as the International
Reading Association (IRA),the National Council of Teachers of English (NCTE), and
Mississippi Department of Education Curriculum Frameworks. On your plan, you should
list the standards that are addressed by your lesson.
Objectives: The objective should be written in measurable terms. What new skill will the students gain
as a result of this lesson? Example of an objective: The students will decode works
containing the VCe (vowel-consonant-silent e) pattern.
Materials Needed: List all materials needed to implement this lesson.
Procedures: In this section, you should state the teaching procedures and activities you will use.
Introduction:
Development:
Conclusion:
Evaluation:
You should plan a way to determine the students have met the objective you set at the
beginning of the lesson. Example: Given a list of words containing the VCe pattern, the
students will read the list with a minimum of 95% accuracy.
Clinical Experience Activities Checklist
For the Mentoring Teacher
The School of Education encourages our clinical students to work directly with students as
much as possible. At the same time, they should take advantage of your expertise in the
classroom. That requires careful observation with reflection on the clinical student’s part.
To help facilitate both of these goals, we have provided a checklist of suggested activities
that clinical students may be able to accomplish. Please do not consider this an exhaustive
list. Any activity that will assist you and/or your students is an activity our clinical
students should experience.
The following activities begin at a basic level that a less-experienced student might feel
more comfortable with and build to a level that more-experienced students might learn
from. Feel free
To discuss the list with your clinical student at the beginning of the clinical experience to
decide on activities that would offer a good starting point. The clinical student can check
activities as s/he completes them, moving onto more demanding activities as the clinical
experience progresses.
Read aloud to students
Explain instructional material
Distribute supplies/equipment
Take attendance
Keep records of grades
Discuss education issues with mentor teacher
Prepare materials
Arrange displays/exhibits
Locate resource people
Locate resource material
Plan and implement simple activities
Instruct small groups (simple activities)
Help children form groups/teams
Conference with students about their writing and/or class projects
Teach simple mini-lessons
Monitor small group work/cooperative learning activities
Grade student worksheets or quizzes
Work with or design experiments
Share special talents in an curriculum area
Prepare and lead activities to enrich or extend the curriculum
Review concepts previously learned
Assist students who need extra help with concepts
Lead the class in checking assignments
Design and implement a full-length lesson
Dispositions Evaluation Form
Thank you for providing an opportunity for a William Carey University student teacher to
work with students in your classroom. It is important for prospective teachers to have
many opportunities to interact with students. Your assistance in this valuable educational
process is greatly appreciated. We need your perspective regarding the student teacher’s
interactions with students.
Student Teacher
__________________________________________________________________
Please place an X in the appropriate
column.
Needs
Improvement
Acceptable Proficient
31. Prepares and presents lessons well.
32. Assisted small group by tutoring.
\
33. Is dependable and punctual.
34. Communicates personal enthusiasm.
35. Is willing to cooperate and assist.
36. Works well with individual students.
37. Demonstrates initiative/self-motivation.
38. Presents a positive attitude.
39. Takes constructive criticism well.
40. Shows promise as a future teacher.
Comments:
Total hours completed _____Supervising Teacher’s Name ________________________
Supervising Teacher Signature ______________________________Date ____________
Self Evaluation of Professional Dispositions
Student ___________________________________ Date _______________
Select one under each category.
1. Attendance: As a college student, how would you describe your attendance?
f. I attend class regularly.
g.
h. My attendance is irregular with notification.
i.
j. My attendance is irregular without notification.
53. Timeliness: How would you describe your typical arrival at your classes?
a. I am always on time.
b.
c. I am occasionally late.
d.
e. I am frequently late.
54. Independence and Initiative: How would you describe your ability to work
independently and take initiative?
a. I demonstrate independence and initiative.
b.
c. I operate independently with direction.
d.
e. I need step-by-step instruction.
55. Finding Resources: What resources do you seek?
a. I find resources beyond those provided in class.
b.
c. I use only resources provided in class.
d.
e. I neglect available resources provided.
56. Constructive Suggestions: How open are you to constructive suggestions?
a. I am very receptive to constructive suggestions.
b.
c. I occasionally accept ideas and suggestions.
d.
e. I reject/ignore ideas and suggestions.
57. Responsiveness: How responsive are you?
a. I listen and respond thoughtfully to others.
b.
c. I demonstrate minimal responsiveness to others.
d.
e. I am not responsive to others.
58. Function within a Group: How you do function in a group?
a. I actively contribute to positive group functioning.
b.
c. I work well in a group if prompted.
d.
e. I do not work effectively with others.
59. Engagement and Reflection: How would you describe your engagement in and
reflection on learning?
a. I am curious and reflective about teaching.
b.
c. I engage but my reflection is limited to specific course content.
d.
e. I am disengaged and/or do minimal reflection (if any at all).
60. Context for Learning: As a prospective teacher, how would you describe the way
you plan to teach?
a. My planning will be child-focused and considerate of context.
b.
c. My planning will be based on teaching principles alone.
d.
e. My planning will be based on course requirements alone.
61. Handling Frustration: How you handle frustration?
a. I handle frustration appropriately (i.e. calm and rational).
b.
c. Sometimes frustration interferes with my classroom performance.
d.
e. I vent frustration inappropriately (i.e. not typically calm or rational).
62. Timeliness of Assignment Completion: How do you turn in assignments (in
general)?
a. I always turn in assignments on time.
b.
c. I handle late assignments responsibly.
d.
e. I turn in assignments late without any exception.
63. Professional Ethics: How would you describe your ethical behavior?
a. I consistently adhere to standards of ethics for WCU student behavior.
b.
c. I demonstrate adherence to some ethical expectations for WCU students.
d.
e. I engage in unethical behavior (i.e. unprofessional discussion of students).
64. Respecting Diversity: Do you respect the diversity of others?
a. I always demonstrate respect toward diverse students.
b.
c. I occasionally demonstrate respect toward diverse students.
d.
e. I demonstrate disrespect towards diverse students.
65. Cultural Perspectives: How do you respond to different cultural perspectives?
a. I always listen and respond thoughtfully to diverse cultural perspectives.
b.
c. I occasionally listen to diverse cultural perspectives and experiences.
d.
e. I resist consideration of diverse cultural perspectives.
66. My Perspectives: How well do you communicate with others?
a. I critically examine my own perspectives and experiences on a frequent
basis.
b.
c. I occasionally examine my own perspectives and experiences.
d.
e. I am unwilling to examine my perspectives and experiences.
67. Communication Skills: How well do you communicate with others?
a. I express my ideas clearly, articulately, and appropriately in conversation
and discussions.
b.
c. I occasionally express ideas clearly, articulately, and appropriately in
conversation or discussions.
d.
e. I struggle to express ideas in conversation or discussions.
68. Clarity and Coherency of Writing: How would you describe the quality of your
writing?
a. I express ideas clearly and coherently in writing.
b.
c. I occasionally lack coherence and clarity in writing.
d.
e. I lack coherence and clarity in writing.
69. Clarity and Confidence in Oral Presentations: How would you describe the
quality of your speaking skills?
a. I express ideas confidently and clearly during oral presentations.
b.
c. I sometimes express my ideas clearly and confidently during oral
presentations.
d.
e. I struggle to express ideas during oral presentations.
EXERCISE 2.2
Using Observation of Classroom Interaction to Analyze One Teacher’s Style
…………………. Instructions: The purpose of this exercise is to visit a classroom to observe and identify the
instructional style for that particular day. Be certain first to obtain permission and then to explain to
the teacher that you are observing, not evaluating, for teaching style. The host teacher may be
interested in discussing with you the results of your observation. A follow-up thank-you letter is
appropriate.
1. Class, grade level, school visited __________________________________________________
2. Date of visitation ______________________________________________________________
3. From the start of your classroom observation, observe at 1-minute intervals for a period of 10
minutes what the teacher is doing at that very moment, marking the appropriate traditional or
facilitating teacher behavior on the chart below. Continue for the entire class meeting.
Traditional Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Prescribing (giving advice, directions, being
critical, evaluative, offering judgments)
Informing (giving information, lecturing,
interpreting)
Confronting (directing challenging students)
Traditional Behaviors Total
Facilitating Teacher Behaviors Minutes
1 2 3 4 5 6 7 8 9 10 T
Relaxing (releasing tension, using humor)
Mediating (asking for information, being
reflective, encouraging self-directed problem-
solving)
Supporting (approving, confirming, validating,
listening
Facilitating Behaviors Total
4. Total traditional behaviors divided by total facilitating behaviors = T/F ratio.
T/F ratio for this observation ____________________
5. Conclusions about the host teacher’s style on this day:
6. Did you discuss your observations with the host teacher?
Source: Adapted from J. Heron. Six Category Intervention Analysis (Mimeo, Guildford: Centre of Adult
Education, University of Surrey, England, 1975).
Name ________________________
School ________________________
Date __________________________
KEY ELEMENTS OF A MASTER TEACHER
Classroom Instruction and
Management
Outstanding Satisfactory Unsatisfactory Comments
1. Control of class
2. Maintenance of a wholesome
classroom atmosphere conducive to
the learning process
3. Planning and preparation of work
4. Skill in adapting instruction to
individual needs
5. Effective use of appropriate
methods
6. Skill in making lessons attractive
and interesting to pupils
7. Evidence of pupil growth in
knowledge, skills, appreciations, and
attitudes
8. Attention to pupil health, safety and
general welfare
9. Attention to physical conditions of
the classroom
10. Housekeeping and appearance of
room
11. Care of equipment by teacher and
students
12. Attention to records and reports
13. Attention to routine matters
Professional Qualities
1. Professional Attitude
2. Understanding of students
3. Effect on character of students
4. Resourcefulness and initiative
5. Evidence of professional growth
6. Willingness to accept special
assignments in connection with the
general school program
7. Effort to establish good
relationships with parents
8. Maintenance of good relationships
with other teachers and with
supervisors
Personal Qualities
1. Appearance
2. Voice, speech, English usage
Teacher _____________________________ Class ____________________ Date _____________
A Brief Description of the Lesson
Indicators Good Average Needs
Improvement
Comments
Methods of Teaching
1. Motivation
2. Connection with pupil’s previous knowledge
3. Use of illustrative material
4. Skill in questioning
5. Continuity and development
6. Conveying of information
7. Stimulation of thought
8. Summary or generalization
9. Drill
10. Effective use of textbook
11. Homework review
Responsiveness of Class
1. Attentiveness and interest
2. Participation by students
Qualities of Teacher
1. Quality of voice
2. Use of English
3. Appearance
General
1. Talking too much
2. Repeating pupil’s answers
3. Effective use of time
4. Holding and reaching entire class
5. Knowledge of subject
6. Classroom management
7. Rating of lesson
Favorable Comments:
Some basic suggestions:
Name __________________
SUMMARY OF INTERACTION (Attached to Observation Form)
How many students were in the class? ______ Males? _________ Females? _________
How many students were spoken to? _______ Males? _________ Females? _________
Where was the student most spoken to sitting?
Where were the students not spoken to sitting?
Was there any pattern?
Types of Teacher Questions and Comments
Types Males Females Total
# of specific direct questions asked:
# of open-ended general questions:
# of “checks for understanding”:
# of guides
# of corrections
# of praises
# of reprimands
Comments:
Fill this out only one time for each teacher observed.
LESSON PLAN FORMAT
Teacher Date
Topic
Objective
Setting the Stage
Instructional Input and Modeling
Guided Practice and Check for Understanding
Independent Practice
Materials Needed
Lesson Evaluation
Teacher ____________________________________ Date _______________________________
Instructions: Place a check in the appropriate space on the right.
The Teacher Usually Usually
Not
Comments
Explains the work well
Answers questions thoroughly
Explains a second time if necessary
Helps students outside class
Knows the subject well
Is always prepared
Wastes time in class
Gives unfair tests
Prepares class for tests or quizzes
Returns marked tests the next day
Gives too much homework
Reviews homework
Is too strict in class
Has a friendly personality
Has a sense of humor
Grades fairly
Explains to class how grades are determined
Meets pupils outside class to discuss problems
Makes me like to go to math class
OVERALL RATING
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