Observation Sheet Questioning

Secondary
Graduate Standards AITSL
Professional Knowledge:
1. Know students and how they learn
Professional Practice:
2. Plan and implement effective teaching and learning
Question Type
Do you feel your
questions were clearly
structured and readily
understood by the
students?
Did you use a variety of
question types?

What balances was there

between the various
questions types?
Consider both why and
when you made use of
the different question
types?

Yes, I do feel as though my questions were clearly structured and

readily understood by the students. However, I required further
research to expand my own knowledge before I asked these
questions to ensure the students were giving the correct answers.
I did use a variety of question types; I used level 1 thinking type
questions when I wanted a direct response and level 3 thinking
type questions when I wanted a critical response. As this was in a
secondary setting, I used higher order thinking questions ore
frequently to further engage the students mind and expand their
knowledge.
I used a range of different questions that required all three levels of
thinking. Although I used questions that required a direct answer, I
tended to focus on questions that required the students to think
and investigate further for the answer.
I made use of different question types when I required a different
type of response. For example, if I wanted to find out what the
chemical composition of a particular mineral was, Id use a level 1
question as the answer is on the website provided to the students.
However, if I wanted to know the texture of the rock, Id use a level
3 question as the student would have to imagine the rock in their
hand and describe how it would feel.

Distributing and Directing Questions

Did you recognise any
pattern in the distribution
of your questions
amongst the students?
Consider reasons for this
pattern?
How have you directed
questions to the group?

I recognised that I used more complex questions rather than

simple, easy, straight forward questions as I thought it would better
suit the year level. However, I did ask open-ended questions such
as What do you know about rocks and minerals? when I wanted
a broad answer. I leaned towards asking more difficult questions
as I wanted them to think further about the answer they needed to
give.
I directed questions to the group by asking broad, open-ended
questions such as What do you know about an igneous rock?,
allowing them to answer as a group or put their hands up. I also

Have you used wait

time?

Did you make eye contact

with the group as you
directed your questions?

directed questions to the group by including a students name

within my question so they know it is aimed toward them.
Another way I directed questions was by writing a question up on
the board and asking the students to write the answer in their work
books e.g. What properties do sedimentary rocks have?
I did use wait time. I used this when asking questions, allowing the
students to think about their answer. Often, I posed a question,
gave them a minute to think about the question I was asking and
then either picked a person at random or chose a student who had
their hand up.
I made eye contact as much as possible and tried not to focus my
eye contact on one person when I was speaking to the whole
group at the same time. I also used eye contact as a means of
directing a question to a particular student.

Reactions to Students Responses

How do you deal with
correct responses? Do
you qualify any praise
given?

I dealt with correct responses by praising the student for their

answer with phrases such as Good job!, Awesome stuff!, You
are right!. I also then asked that particular student to further
explain their point to the class.

How do you deal with

incorrect responses?
How do you deal with
students who stumble
and grope for an answer?

I dealt with incorrect responses by using a positive sandwich

technique which involves a positive comment about the answer, a
critique about the answer and then another positive comment.
When students stumbled with an answer, I refined my question to
something more specific which gave them a hint of the type of
answer that I was looking for. Then, if they really did not know the
answer, I asked someone else to explain it to the class.
I made great use of the students responses to develop the
teaching point. I did this by expanding on the point the student
made and asking a follow up question to get a specific answer. I
redirected questions to get a more complex answer or to lead the
student to the teaching point.

What use do you make of

the students responses
to develop the teaching
point? Have you
redirected any questions
in order to add to an
initial response?
Are you the only
evaluator of the students
answers?

Murdoch University
2

No, I am not the only evaluator of a particular students answers as

the other students in the class also evaluate the answers given
and process this information within.

Observation Sheet Management

Graduate Standards AITSL
Professional Practice:
1. Create and maintain supportive and safe learning environments
2. Planning for Effective Management
Was your lesson plan
effective for managing
the class?

Yes, my lesson plan was effective for managing the class as it

incorporated a fun activity and enabled the students to use
technology. The students didnt really seem phased by my lesson
but they were definitely glad to be out of their usual classroom and
e.g. How did the students into the computer room. Some students listened appropriately to
react to your lesson
my instructions but not all of them were engaged. When a student
overall and to your
was distracted, I simply said their name and are you listening?
planned activities?
Nothing unexpected happened, however, a few boys were a little
talkative. I then used the schools disciplinary system to get them
Did anything unexpected back on track if their behaviour was not what I expected of them. I
happen?
provided a single task for the students and gave them a worksheet
which required them to research some information and then create
Did you provide a variety a brochure based on the information collected. The activity I
of activities?
provided included a class discussion as a refresher to their
knowledge as well as a quick explanation on how to use publisher.
Were you satisfied with
I also prepared worksheets for the students to complete based on
your timing, particularly
the content and held a discussion after the lesson for them to
for the end of the lesson? discuss what we did in the lesson, what they learnt, anything they
found interesting and any questions they may have. I was satisfied
Did you feel you were
with the timing of my lesson I planned time slots for every activity
able to change things if
we did and stuck to them religiously. The lesson started and
needed?
finished on time, with the right amount of time for each part of the
lesson. I do feel as though I was able to change things if I needed
to as I over-prepared in case something else needed my attention
or I needed to change the lesson to better fit the students
understanding.
Were you aware of
I was aware of the classroom procedures and disciplinary policy
classroom procedures
and incorporated them within my lesson. I used the schools 1,2,3
and school disciplinary
behaviour management system as well as mentioned their name in
policy? How much did
a stern voice when they were speaking over me. I feel as though I
you know about your
had a bit of background knowledge through observing the class in
students?
the days before my lesson and I quickly picked up who needed
extra attention, who would cause trouble and who would find the
How did your mentor
task easy and I accommodated for each in my lesson plan. My
teacher maintain a safe
mentor teacher maintained a safe learning environment in many
learning environment?
ways but the way that stuck out to me the most was providing a
safety net for the students. She provided this safety net by giving
What strategies did you
them time to think of an answer to the proposed question before
observe your mentor
picking a student and asking them to answer the question. I
teacher using to maintain observed my mentor teacher using the behaviour management
this?
system 1,2,3 as well as using the withdrawal process to remind

Murdoch University
3

the students that misbehaviour and disruptiveness is not

acceptable. These are the ideals that I based my lesson plan
around.
Maintaining a Positive Attitude in the Classroom
How did you demonstrate
to the students that you
valued them, and enjoyed
learning?

To demonstrate that I valued the students, appreciated their

opinions and enjoyed teaching/learning with them, I used a variety
of different praises/signals. Mostly, I thanked the students for their
answers, used a light sense of humour and a soft tone of voice. Id
also make eye contact when I was conversing with a particular
e.g. Tone of voice, facial
student to let them know that I was listening to what they were
expression, sense of
saying and that I valued what they were talking about. I smiled
humour, introduction to
whilst teaching the students to let them know that I enjoyed
students and topic.
teaching them and learning along with them. As in secondary
schools and the student are older, I felt as though I could joke
around with them a little more but still be able to maintain that
authoritative figure within the classroom. I found that this light
banter made the students feel more comfortable.
Which aspects of your
I feel as though my light and optimistic teaching style helped me
teaching style do you feel maintain class attention as I sounded enthusiastic about what I
helped you maintain class was teaching, meaning the students were interested in learning. I
attention?
also used humor to get the students to laugh and feel more
comfortable within the classroom I feel this helped maintain their
e.g. Variety of activities,
attention. I only ever used a stern voice when someone was not
class or group
doing what they were supposed to and if they didnt stop right
discussion, pace of
away, Id stop talking and once their attention was on me I would
lesson, interest at class
say Thank you!. I also made sure that the lesson was at the right
level.
academic level for the students, providing a little extra for the overachievers and extra help for the under-achievers so they did not
become disengaged and lose focus. However, for the overachievers, I could not provide extra work for my whole group
lesson as they were all working on the same assignment. Instead,
I asked them to think outside the bod and find their own rocks and
minerals to research, rather than just using the ones that were on
the list I provided. The variety of activities we engaged in within
the small group lesson also helped maintain class attention - they
were not on one task for too long but were only required to focus
on one thing at a time. Allowing the right amount of time for each
activity is a balance; too much time will lead to disengagement and
boredom and not enough time will lead to hurriedness and loss of
focus/learning or just the stopping of work all together.
Did the students know
Yes. At the start of each lesson, I explained in detail what I wanted
what was expected of
them do to and what I expected of them in terms of time
them?
management and focus.
Were you able to redirect Yes. If a student had finished the required work within the set time
energies of attention
frame of my small group lesson, I had back up worksheets and
seeking students? Did
activities for them to do to engage their brains so they did not lose

Murdoch University
4

the students have enough focus of the objective of the lesson. However, for the whole class
to do?
lesson, I prompted the students to find extra information for their
brochure.

Murdoch University
5

Dealing with Minor Misbehaviour

Were you aware of what
was happening in all parts
of the classroom? Did
you know what each
student was doing?

Did you take any action

when you observed poor
behaviour? Why? Why
not?

Did you use non-verbal

cues? e.g. Contact,
pause, gesture,
movement toward
student/s concerned.

Murdoch University
6

Not entirely. As this was a high school, they had no mat to come
and sit on so the students were always at their desks which made
it more difficult to check if each student was on task and if they
were doing the right thing. However, I constantly looked over the
group and walked around the classroom to make sure that the
students were doing their work and asked them if they needed any
help. When the students were at the computer room doing work, I
walked around maintaining proximity to the students to keep them
on track and to make sure I observed their behaviour.
Yes. At the school I was placed at, there is a 1,2,3 system put in
place; 1 is the first warning, 2 is the second warning and 3 is
withdrawal to another room, similar to a buddy class. When I
observed poor behaviour, I gave the student one chance to correct
their behaviour by saying their name in a stern voice before giving
them their first official warning. If they did not correct their
behaviour and disrupted the class with poor behaviour again, they
were given a second warning. If the student kept misbehaving,
theyd then get a third warning and then theyd be withdrawn from
the classroom, with a withdrawal slip written up and sent to the
year coordinator. If they kept misbehaving after that in other
classes, theyd get withdrawn again. Thee withdrawals in a week
leads to suspension. I did this to maintain the focus of the students
and show the students that I did not accept poor behaviour in the
classroom. However, I did not need to withdraw anyone from class
as I feel I was able to manage their behaviour.
Yes. I used non-verbal cues such as pausing when a student was
talking whilst I was talking, folding my arms and looking at the
particular student and the use of proximity as low-key techniques
to let the student know that their behaviour was annoying and
unacceptable.

What did you observe nonteaching staff doing to

support teaching and
learning in the school?

I observed non-teaching staff helping teachers prepare

for their lessons, interact with other teachers and asking
them questions about certain lessons. I also observed
other teachers helping maintain the behaviour of
students outside the classroom whilst they were waiting
to go inside.

Schools as text looking at the whole school

Describe the school in terms
of its demographics,
appearance and resources
(be general here and do not
name the school).

What were the roles and

responsibilities of the
teaching staff you
observed?

After discussion with your

mentor teacher describe
how policies and processes
of government,
administration and schools
have an effect on the work of
the teacher?

Murdoch University
7

The school was a very old high school which opened in

1953. Currently, it provides for over 600 students from
Year 7 to Year 12 and also provides for Year 11 and Year
12 VET and ATAR students. The school is equipped with
the latest interactive technology (interactive whiteboards,
computers etc.) to facilitate student learning alongside
leisure and educational equipment (library books,
obstacle course equipment, sports equipment etc.) to
provide a fun learning environment. The school also has
a massive range of science equipment, maths
equipment and presumably equipment from other areas.
The amenities for the staff are great too with a
wonderfully furnished staff room and updated toilets. The
staff are committed to academic excellence and get on
top of misbehaviour before it even becomes an issue by
using their behaviour management system and the
withdrawal process. However, I find that most teachers
at the school only yelled at the students which just
annoyed the student further. They have established
Science, Mathematics, English, HASS, Art, Music and
many other areas and departments within the school so
ensure that the student has the freedom to learn the
subjects they desire to learn. There are five main virtues
which provide a moral compass for the school; success,
commitment, respect, inclusivity and resilience.
There were a number of roles and responsibilities of the
teaching staff that I observed over the course of a week.
The main responsibility of a teacher that I observed is to
create a safe learning environment whilst also managing
the students behaviour so they still maintain the
expected level of mutual respect within the classroom.
After discussion with my mentor teacher, I discovered
that the policies and processes of government,
administration and schools have a massive impact on
the work of the teacher. Teachers are required to teach
to the Australian Curriculum religiously and teach
everything that is written in the curriculum in the
appropriate time frame. Teachers are also assessed on
how well they perform within the classroom and if the
rate of knowledge expansion is not high enough, there
are serious consequences for the teacher. School
funding is also a big boundary for secondary schools as

equipment tends to become more expensive and they

need approval from the heads of department to go
ahead with some particular things. This is the same with
excursions relating to certain courses at the school it
all has to be approved and this really restricts teachers.

Students
You will have observed the
diverse nature of your
classes. How was this
diversity supported?

The diversity within the classroom was supported by

providing extra help to those who were struggling and
spending a little extra time explaining the task/work to
those individuals. Extra materials were also given to
these struggling students to assist in their understanding.
those who found the work easy, the teacher asked the
students to compete the questions for the chapter/s that
they were learning in class in their textbooks. Not a lot
extra happened and diversity wasnt fully supported
within this classroom setting.

Function of Schools
Did you observe the
connection of your schools
with the broader
community? How did this
happen?

What do you think the

function of school is?

Reflection think about

your experiences during the
week and describe how your
previous experiences have
informed your view of
teachers and schools. Has
anything changed?

Murdoch University
8

Yes, I did observe the schools connection with the

broader community as they have a P&C, a student
services program and also have organisations come into
the school to do presentations. This particular school
dedicated an entire day to R U OK? day and had
HeadSpace come in to run various workshops for the
students throughout the school day.
Schools serve a number of functions within our society.
For example, schools provide a basis for academic
knowledge such as reading, writing and numeracy but also
facilitate the development of social and cultural skills and
prepare the individual for the workforce.
Through my experiences this week, I have seen the
preparation and planning goes into teaching children.
Teachers are constantly having to think on their feet and I
have learnt that one student making a seemingly funny
comment can disrupt the entire classroom. My previous
experiences of school have informed my view of teaching
being one of the most important jobs my views over this
past week have not changed. I encountered some
extremely troubled children over the duration of my week
at this particular high school who have reading, writing and

numeracy levels of a student 3-4 years below them.

Although I am not interested in becoming a High School
teacher, my experiences over this week cemented the
importance of teaching and it is definitely the field I am
passionate about.

Murdoch University
9