Observation Journal Guidelines
SE70-71 Techniques of Teaching English
_____/+30 = __________percent
During the field experience associated with the methods course, you will keep a journal which will help you to sort out your observations so that you can
more readily see the relationship between the what, the why, and the how of teaching. Observation is essential to the process of learning to teach
because it provides opportunity for the recognition, identification, and analysis of knowledge-level information read about and discussed in university
education courses. Unfocused observation, however, results in information overload and the noticing of few theory-research-practice links. At the end of
the field experience, you should have a total of 10 journal entries. These represent a series of focused observations designed to draw attention to the
fundamental aspects of teaching and of the place of the language arts in the school curriculum. Choose from the topics below, but #13 is REQUIRED.
I would expect these entries to be approximately one typed page each-- ss. These entries count as 15 percent of your Block III grade, so please do
not neglect this assignment! Due Tuesday of week 14. Tip: Write as many as you can find application for during your first couple of weeks in
the field! Place these in a pocket folder when you turn them in along with this guideline. Some entries require attachments as indicated.
 If you turn them in within a week of ending your teaching, I will excuse you from ONE entry, but
not #13.
1.
The Nature of the Adolescent In and Out of the Classroom
Observe the students in class and in the halls between classes. Note their appearance. What do they look like? What do they wear? How do they act?
What appears to interest them in class/ between classes? Is there a school dress code and do students appear to observe it? Does there appear to be
a relationship between dress and behavior and participation in class? If yes, please explain.
2.
Curriculum
Examine the language arts unit/curriculum guides available at the school or on-line. Is this available on-line for parents to view? Who had input in
developing the guides? Who actually wrote the guides? (Teachers, Department chairs, Administrators, Others?) Is there a sequence from grade to
grade? Select the grade level you are teaching to examine . How many units are there for a school year? To what extent are the teachers in the school
held accountable for teaching these units? Are the disciplines (i.e. grammar, writing, literature) taught in isolation or integrated?
3.
Lesson Planning
As you observe your cooperating teacher (without looking at plans or notes), what do you infer to be his/ her lesson plan. Include: class description
(ability, “personality,” reading level range, etc.); objectives, materials, motivational activity, developmental procedure, assessment method, summary
activity. After the lesson, verify the parts with your supervising teacher. If you were teaching this lesson, what, if anything, would you change? Why?
4.
Teaching Techniques
Where is your supervising teacher on the teaching continuum?
Active, student-centered Instruction
Teacher-centered Instruction
Explain with reference to specific teaching techniques employed in his/her classroom (i.e., lecture, guided discussion, inquiry approach, problem-solving
approach, projects, role-playing, field trips, cooperative learning, etc.) Where do you anticipate that you will fall on this continuum?
5.
Questioning
Examine the questions your supervising teacher directs to students during instruction. (If questions are given orally, write them down; attach a handout
of questions if possible). Classify the questions according to the Depths of Knowledge chart. How do the question types match the instructional goals?
In a class discussion, how does your supervising teacher respond to students who give correct answers? How does he or she handle incorrect
responses? How does the teacher involve students in response/reacting to responses of others?
6.
Small Group Instruction
Describe when and how your cooperating teacher uses small groups. How many students are typically in each group? What transitional techniques
are used to move in and out of group work? What responsibilities (i.e., chair, recorder) are assigned to group members? What directions are typically
given to each group? What are the criteria for the group constituency? What is the teacher’s role during small group instruction—what does your
teacher do? Why is a small group activity chosen over a class discussion or individual work? What are the advantages of using small groups?
Disadvantages?
7.
Discipline
IF you observe one, Select an incident during which you observed your cooperating teacher disciplining a student. What prompted the disciplinary
action? What did the teacher do? How did the student react? What was the result? Why do you think the teacher chose this course of action? Were
other courses of action possible?
Why/why not?
8.
Students with Special Needs
What types of students with special needs (i.e.,learning disabled, disabled reader, physically handicapped, gifted and talented, disadvantaged,
language-varied) are in the classes you observe? What adaptations in instruction are made by your supervising teacher for these students? If your
classroom has no special needs students, do not write this entry.
9.
Assignments
Complete and attach a copy of one of your cooperating teacher’s assignments. How successful were you? Why? Is the purpose of the assignment
reinforcement or extension? How is the assignment used (or to be used) the next day? Would you use a similar assignment for the same reasons?
Why/why not?
10.
Assessment
What tests are required by the school system? What types of tests (i.e., essay, multiple choice) does your supervising teacher give? Does your
teacher pre, formative, and post assess? ATTACH a copy of one of these. What does your teacher do with the results of assessments? How much
re-teaching does your teacher do after a formative assessment? Are teachers required to report students’ grades (or progress) to parents at times
other than the regular report card period? How concerned are parents about grades in this classroom? How much time does grade keeping require of
your teacher on a weekly basis?
11.
Technology
What types of educational technology are utilized by the classroom teacher? Are computers and software readily available? How are decisions made
concerning purchase of hardware, software, and other materials? Who decides which teachers receive equipment and/or software? Do the materials
stay in the teacher’s classroom or are they shared with other teachers? If shared, is it only with other language arts teachers? Do the kinds of materials
and the quantity of materials appear to be adequate? How does your teacher adapt his/her lesson plan when the technology fails?
12.
Standards
To what extent is the classroom teacher knowledgeable about the various language arts standards (NCTE/IRA, Common Core, ShowMe, GLEs/CLEs,
etc.)? To what extent does she/he believe these standards will impact what is taught and/or how it is taught in her/his classroom? What outside
pressures does he/she believe impact the classroom and/or affect the operation of the classroom? What training has been offered to your teacher to
begin implementing CCStandards?
13. REQUIRED ENTRY: Your Reflections on the field experience and on teaching language arts
What have you learned from your observations AND teaching in the Block III field setting? Reflect on what you learned. What is your biggest
concern about Block IV teaching; what do you feel most confident about?
RUBRIC
Level 3 Excellent/Target level
Entries show evidence of attention to the students, classroom, teacher behaviors, curriculum patterns, etc., as appropriate to the specific requirements
of the assignment. Student-selected entries show evidence of thought about the school setting, the classroom, the curriculum, and/or teaching language
arts.
Entries reflect analysis of the school, its citizens and their behaviors.
Entries highlight the student’s understanding of the relationship between the school setting and language arts.
Students complete all entries using complete sentences, good grammar, etc.
Level 2 Satisfactory/Meets Expectations
Entries show evidence of some attention to the students, classroom, teacher behaviors, but are not uniformly reflective about the context of the
assignment. Entries may not be long/in-depth enough.
Entries show a superficial level of analysis of the school setting.
Entries show that the student understands the relationship between the school setting and the language arts.
Students complete all entries using complete sentences, good grammar, etc.
Level 1 Unacceptable
Entries show little evidence that the student has paid careful attention to the school setting or to its citizens. Little or no reflection about the focus of the
observations. Entries are not in-depth/lengthy enough.
Little or no analysis of the school setting apparent in the entries.
Little or no indication that the student understands the relationship between the school setting and the language arts.
Students fail to complete all entries. Written work shows choppy sentences, poor grammar, etc.