Name: Allie Ruane
Date: March 26, 2012
Supervisor: Kathe Langberg
Observation:
Observation: #4
School: Waltham High School
Grade: 9
Subject: Social Studies
Number of students: 15
Comment:
.
As students entered, you asked them to
take out their notebooks. For those who
arrived unprepared, you directed them to
take out a piece of paper. You then drew
their attention to the “Do Now” on the
overhead. They were to respond to two
questions about Rasputin.
I mentioned in a previous observation the
idea of writing the “Do Now” on the board.
It’s great that you put it on the overhead.
You can also include the materials they
will need (such as their notebook). There is
then no need for you to issue oral
instructions. Kids become adept at looking
on the board and beginning their work
immediately upon entering the classroom.
This creates a quick, smooth transition to
the start of class.
You cued them when there was a minute
left to write. You then conducted a lively
discussion.
Your enthusiasm and the pace of your
questions enthused the class – lots of
excited participation.
The conversation about Rasputin was
followed by a song called “Rasputin” by
Boney M.
I was glad to see the words on the
overhead. This helps kids who need a
visual.
Using power point, kids were asked to take
notes about the Russian Revolution. You
commented that those who did not bring
their notebooks were at a disadvantage.
Is there a consequence for being
unprepared? (You later explained that if a
student came to class tomorrow without his
notebook, he would lose a homework
point.)
You referred to a previous simulation
whereby the students waited in line for
candy (under Communism).
I would love to hear about this. (You
provided the details in our postobservation conference. What a fabulous
activity!)
You then asked the kids to set up a notes
page that mirrored the one on the overhead.
You gave them 3 minutes to copy it.
During the ensuing discussion, you
reminded them to look back in their notes
when answering questions. You said “This
is why you take notes.”
A well-organized, well-structured template.
(You later shared several previous notetaking grids. You mentioned that before
they began writing on this one, they wrote
on the one created the day before. Yes, they
would be at a disadvantage without their
notebooks.)
Before showing a slide of Vladimir Lenin,
you snuck in a picture of John Lennon,
saying, “We’re not talking about this
Lennon, but this one.”
Cute. Love your sense of humor. And so
did the kids.
You explained how/why Lenin was able to
gain so much power. Photographs on the
overhead were compelling.
You are a master story-teller! Who
wouldn’t be interested in the rise of the
Russian Revolution based on your telling
of it.
At 10:00, you asked the students to get into
groups of two or three. Together they were
to read a sheet entitled “Lenin: Call to
Power, October 24, 1917”. You moved
around the room, ready to answer
questions. As kids finished reading, you
passed out guided questions for them to
complete. You advised, “This is tricky. If
you need help, let me know.” You worked
with a number of groups. At 10:12, you let
them know there were 2 minutes left. Most
groups had finished.
The kids were industrious and focused.
This isn’t always the case when kids
choose their own group members.
Students returned to their seats after the
allotted time. You told them that since
they had all completed the questions, all
should be ready to respond when called on.
Finally, you showed a series of Communist
propaganda posters. You made sure the
kids understood that Lenin didn’t just want
Communism in Russia – he wanted it to
spread around the world. You called this
the big “take-away message”.
The ‘cold calling’ activity might have been
fun. However, you were essentially cold
calling by letting them know that each
should be prepared to answer.
Kids were excited about these, which
naturally brought out more chatter. This is
a natural reaction, one you should feel
proud about. You managed to make sure
they didn’t talk over each other. Are there
techniques for encouraging eager
participation while keeping kids from
talking over each other?
You announced at the end of class that they
shouldn’t show up without their notebooks,
that they wouldn’t want you to have to start
checking up on them. You also reminded
them about their homework: working on
note cards. You suggested they complete
five.
Some Final Thoughts:
You display a presence, Allie, one that clearly demonstrates your command of and
excitement for the material. The kids can’t help but be fascinated. I’ve seen this in all of
my observations. (The Russian Revolution, for instance, becomes the most important
thing in their lives.) You also behave like a teacher, not a student teacher: this is evident
in the tone, inflection, and power of your voice; the confidence you exude about your
ability to impart knowledge; and your warm, respectful relationship with your students.