Classroom Observation

Lynn M. Rush
EDU 704
Supervision and Evaluation
UNE
4/11/2015

Demographic Information
Class size: There were three groups in the

room, a study hall of six students, a math

class of two students, and an English class of
three students. I observed the English
instruction.
Grade level: 2 eleventh graders and 1 twelfth
grader.
Subject: English, reading skills that included
comprehension and understanding of story
elements

Observation Request
Terri requested that I observe the following:
1. Classroom environment: Can the students

maintain attention within the environment

with two other groups in the same room?
2. Student engagement: Are all students
engaged?

Domain 2
The Classroom Environment
Component 2c Managing Classroom

Procedures
Elements: management of instructional
groups, management of transitions,
management of materials and supplies,
performance of non-instructional duties,
supervision of volunteers and
paraprofessionals

Domain 3
Instruction
Component 3c: Engaging Students in Learning
Elements: Activities and assignments

*Grouping of students*Instructional materials

and resources*Structure and pacing

Component 2c Managing Classroom

Procedures
Management of instructional groups

The groups were well organized and the majority of the

students were productive in the class. After an initial
reminder to begin work, the six students in the study hall
worked steadily and quietly without reminders to stay on task.
Within the English class, each student participated with oral
reading. However, one student answered the majority of the
questions. Level of Performance is Developing to Effective.
Management of transitions
When the class began, only one group, the study hall
students, needed a reminder to settle down. This group had a
substitute. Terri was able to quickly and effectively redirect
them to begin their work. The quick transition to tasks reflect
that Terri established an effective routine. Level of
Performance is Effective.

Component 2c Managing Classroom Procedures

management of materials and supplies

Terri has established effective routines. All materials

are located for effective use for the students and the
education technicians to access them. Students
have folders and reading material close to Terris
desk. The material was organized and prepared for
the students. Level of Performance was effective.
performance of non-instructional duties
Attendance of the classroom was down quickly.
Other than that, no other non-instructional duties
were needed.

Component 2c Managing Classroom Procedures

supervision of volunteers and

paraprofessionals
The effectiveness of the groups show that Terri
has established a learning environment that is
reinforced by education technicians. One of the
education technicians, who was providing the
math instruction, completed the tasks
effectively. She worked with two students who
were working at different math levels. The
substitute needed support in getting the
students started, which Terri provided. Both
groups were run effectively. Level of
performance is highly effective.

Component 3c: Engaging Students in Learning

Activities and assignments

The English activity and worksheet were appropriate for

the students, but not all the students engaged in the
discussion. Level of performance is developing.
Grouping of students
All the instructional groups, math groups and English
group, were appropriate. The two students in the math
groups were working on different subjects. One was doing
pre-algebra and the other was doing geometry. The
English group were reading an illustrated classic. They
were able to read to read the book and demonstrated
understanding of the characters. Level of performance is
effective.

Component 3c: Engaging Students in Learning

Instructional materials and resources

The material was appropriate. The reading level was appropriate and
Terri used the white board effectively. The students had a worksheet
for note taking and Terri wrote the notes on the board for the
students to copy. She asked the students for input. One student did
the majority of the class participation. Terri called on students, but
even with calling on students the one student still monopolized the
discussion. Level of performance is developing to effective
Structure of pacing
The structure of the lesson was effective. The students took turns
reading aloud. Terri provided clarifying questions to check for
understanding and provided notes on the board. After reading the
chapters, the students completed a charter graph. The students
were required to support their input with evidence. Level of
performance is effective.

Student Understanding
Terri provided questions through out the

reading to check for understanding. One

student provided the majority of the answers.
At times Terri did call on specific students, but

not always. Even when she called on specific

students, the one student still continued to
answer. The other students appeared willing
to let her provide the answers.

Suggestions
Over-all Terris level of performance was effective. She

demonstrated using paraprofessionals in a highly effective

manner. Her instruction and classroom environment
created an organized learning environment. The area that
Terri could enhance is creating a format that encourages
more participation from all the students. For providing
answers, she could follow the format she used with the
read aloud, each student took a turn in a clockwise
fashion. She could also have each student share one fact
about each character. The students could fill out index
cards about the characters with each student having their
own character. She could also ask the students for ideas
of how each student could share information about the
story.

Reference
Danielson, C. (2007). Enhancing professional

practice: A framework for teaching.

Association for Supervision & Curriculum
Development.