1. ED 11: Beginning Field Experience
Observing Teachers, Classrooms, Schools and Curriculum

2. Observing Teachers https://www.youtube.com/watch?v=uhiCFdWeQfA
“Selective watching”: go in with an objective for what you want to learn
Plan ahead to avoid distractions
Discussion: Reflect on Sarah’s and Steve’s observations logs (Ch. 2). Why are they so different?

3. Effective Observation
Without direction and focus, observations may only reinforce your hidden biases
Be objective: gather information over time
Use your field notes forms to provide focus (all forms posted on website in Field Work Documents tab)
Anecdotal: reporting
Structured: observe specified info. (checklists)

4. Learning From and About Teachers
Form 1: Anecdotal record form for observing teachers or instructional events
Form 2: Anecdotal teacher-student interaction form
Form 8.1: Form for determining teaching style
Form 8.2: Form for examining teaching practices which accommodate diversity of learning styles
Form 13: Reflective Observations of Teachers

5. Teacher-Parent Relationships
Discussion: Why do teachers need to develop connections with parents/guardians?

6. Teacher-Parent Relationships
Parents can provide valuable information
Parents can have an active role in decision making (discipline, assessment, learning styles, etc.)
When parents are involved:
Students gain higher grades and test scores.
Students attend school more regularly.
Students have a more positive attitude about school.
Teacher morale improves.

7. Observing Classrooms, Schools and Curriculum
DISCUSSION: In addition to observing what your mentor teacher does, what else should you observe for during your fieldwork?

8. Observing Classrooms Physical environment and layout Lighting
Furniture –desks, work stations, bookshelves
Decorations / wall materials
Equipment & technology – sink, computers, smart boards, etc.
Layout and traffic patterns
Instructional displays
Trash
Does the physical environment reflect brain research on effective classroom organization? (p. 57)
Social environment (p ) – diversity, cliques, favoritism, democratic processes, pacing

9. Observing Schools Hallways, display cabinets and bulletin boards
Office location(s), furnishings and decorations
Grounds – playground and public spaces
Cafeteria, auditorium, gym
School services
Guidance / Testing
Library or media center
Health services
Curriculum resource person / instructional coach
Special education classes
Student discipline
Administration

10. Observing Curriculum Textbooks and other instructional materials
Learning centers
Content standards
Multiple intelligences teaching strategies
Assessments – multiple strategies for multiple learning styles
Multicultural / anti-bias education
Curriculum-related software

11. Learning From and About Classrooms and Curriculum
Form 4: Anecdotal record form for grouping patterns
Form 14: Form for Anecdotal Record of Classroom Environment
Form 15: Form for a Classroom Map
Form 19: Examination of curricular strategies that challenge students’ multiple intelligences
Form 25: Reflective Observations of Classrooms and Curriculum

12. Effective Tutoring Strategies
Recognize the student as an individual
Be prepared for the developmental level of the student
Have all your supplies ready in advance
Know your purpose and, if possible, prepare some strategies in advance
Give positive, constructive feedback to the student(s) during and at the end of each session.
Report progress / challenges to teachers and /or parents as appropriate.

13. Learning From and About Tutoring
Form 26: Anecdotal Record for Observing Students
From 43.1: Form for Reporting Informal Tutoring Activities
Form 43.2: Form for Reporting Formal Tutoring Activities
Form 45: Reflections on Tutoring Activities