STUDENT TEACHER OBSERVATION REPORT -- EDUCATION 345

Name: Emily Veenstra

Date: Video-recorded

Cooperating Teacher: Lois Harvey

Observation #: 8 & final!

Subject:

Time:

College Supervisor: J. Genzink

Grade Level: 4th/5th

LESSON PREPARATION
Youve shown your ability to develop clear goals and activities that help develop understanding. I hope that you
will continue to make your instruction accessible to a diverse group of students. If in a faith-based school, be sure
to challenge yourself to capitalize on the freedom you have to link the learning to our God.
CLASSROOM MANAGEMENT
Youve tried a variety of strategies. State for me 2 or 3 take aways from this semester that will help you as you
move into your own classroom.
1. I have learned the importance of having an explicitly stated management plan. I will definitely start my year
off with a developed management plan, so the students learn it from the beginning.
2. I have appreciated what the yellow card system has done, but I need more practice with consistency of it. I
like how it quietly yet visually reminds the students of where they are, so they can begin being intrinsically
motivated, and noticing when their actions are not benefiting the rest of the class.
3. As I move into my own classroom with different students, I know that there will be some students that need
extra support when it comes to managing behavior. Sometimes they will need a bit more extrinsic motivation,
and if that means a slightly revised individual management plan, I am more than willing to do that to help
them out. Small goals for them are good.
LESSON IMPLEMENTATION:
From the back of the room, it appears that the students were quite interested in the video that you had chosen
to share. What do you think accounts for their interest? What strategies or scaffolding did you provide to
foster sustained engagement for the full length of the video?
They have showed this same engagement with almost any incorporation of technology throughout the
semester. I think they respond well to technology because it is their native language. I had them watch the
video and answer two trick questions that I put on the board. The first question was where did the Battle of
Bunker Hill take place, and the second was who won the Battle of Bunker Hill. They had to watch and listen
for those things. I told them at the beginning that they would need to record these in their packets, to share
with the class later. I also paused the video to give them time to record their first answer.
Had you considered any other ways of helping students learn this information? What made you select the video?
The video, in my opinion, did a good job sharing both sides of the battle, something we had been talking about
frequently throughout the unit. There was Sarah representing the British side and James representing the Patriots

side. Though the book does say this, it seems to represent it more as a statistic. One thing we also talked about
was how frequently our book only represents the Colonists point of view, and doesnt necessarily portray the
British as people with values too. I thought this video, since it did introduce students to several British characters
as well, better represented the British as people. Students could better sympathize with both sides.
After the video, you asked the students to turn and talk to their neighbor about who actually won the battle. I
could see you walking around. As you listened to the groups, what did you learn? Did this affirm your original
plan or did it cause you to have to regroup/revise the next steps?
It was interesting to hear the little discussions that were going on. Some were more of a debate than others, some
restated what Benjamin Franklin said at the end of the clip. Many said, We dont know because and then
listed the facts of the battle that they did know.
Coming out of the turn and talk, you asked to hear from 2 groups. This is a great way to build some
accountability. Were you looking for different ideas or a common response?
I was looking for a common response, as repetition. This gave others who didnt have it time to record what their
classmates were saying.
Now, after theyve had a chance to voice their ideas, you provide some statistics. I like this! Tell me a bit about
why you did it in this order.
I first wanted to build their ability to sympathize with both sides before turning to the book which is far more
statistics based.
You distributed a worksheet (I think its a test study guide). While you try to explain the sheet, there seem to be
multiple students blurting out. I would suggest that you have to stop, identify the student or two who is blurting,
wait for quiet and then continue. Do you think this would help? Oh, you must b/c you just did this.
What are your thoughts about why your students struggle to raise their hands rather than blurt? Often, it seems
that its at times of beginning new tasks. Rather than listening to your directions, they blurt out questions. Ive
noticed this in Beckys classroom too. Is this characteristic of their style of communication? Fear of unknown?
Oh my, yes! I think they have a huge fear of the unknown and Im not sure why. What helped during my full time
week was writing the times we were switching subjects on the board. But, that only helped curb their broader,
what are we doing next? questions. (Whenever they would ask I would just point, and by the end of the 2 weeks
I heard way less of that question!) It didnt help transitions within the same subject, though. I noticed this past
week that they do this with Lois too. Many just do not like surprises. One of the things we discuss in a lot of my
ESL classes is writing objectives for each lesson on the board. Perhaps this would help. Or starting off with a
Today in Social Studies (or whatever subject), we are going to list.
SUMMARY:
Emily, it has been a delight to walk beside you this semester. Ive seen lots of development in your instructional
practices, relationships with your students, and even in the variety of management tools you use. Consistently
you worked to engage your students in developing an understanding of the content in age appropriate ways. I
know that you have also learned much about each of your learners and care deeply about their development as
students and young people.

As you move into your own classroom, I encourage you to continue in this manner while also working to
continue developing your management practices in such a way that reflects the principles of your plan.
I look forward to seeing your final coursework which will include reflections related to most areas of teaching and
learning.