Classroom Observation and Commentary How the Teacher Promotes a Positive Classroom Environment for Reading Instruction The teacher promoted a positive classroom environment for reader instruction first by greeting the class warmly and announcing the activity that the class was going to do in a warm and enthusiastic tone. The teacher then used cue cards with large print words in different colors to go over the various vocabulary terms that the class was

Classroom Observation The students poured into the classroom, and the teacher began the mass lesson immediately, without any small talk. The eighth grade class consisted of twenty students of various genders and ethnicities. The topic of the day was algebraic equations, and the teacher's authoritative attitude conveyed her firm grasp of the subject matter. Her serious tone and attitude created a sense of urgency about her goals, which were obviously to

It is a quantitative instrument, that has been statistically validated, and probably most appropriate as an instrument to ensure adherence to certain state and/or national standards. MCC -- Dialogue approach to rating a teacher's performance. Both qualitative and quantitative in nature, does encourage robust dialogue between teacher and observer, and more self-analysis from the instructor. Essentially an evolving template that can be used in multiple grades, classrooms, and subject areas.

Introduction It is easy to assume that a comprehensive decision making theory gives a reliable basis for an observation scheme for a classroom. However, it is apparent that even though the practical and theoretical ventures overlap in many respects the core of the theoretical tenets are fundamentally variant. They are broader in some respects and narrow in others. The deterrents of real time implementation are significant and thus the scheme of

Educational Observation I observed a high school English teacher as the teacher led the students through a study of Shakespeare's Hamlet. While the students have to complete a certain number of English classes to graduate, they can choose most of the English classes they take. This was not an advanced placement class, but the students in it had chosen it and so presumably had an interest in Shakespeare. There were 18

Mrs. Menocal, 1st Grade, Somerset Academy, Blended Classroom Professional Background -- BA in Elementary Education, MA in English. 15-year veteran, taught English at the Middle School level, and both 3rd and 1st grade at the Elementary level. Additional curriculum certification in literacy. Specific Training -- 30+ hours in literacy and development reading; classes in ESL and teaching immigrant children to read. These classes have been very helpful in teaching in school systems