Observation Lenses 1-4

Observation Lens 1 – Consider the Learning Climate

Classroom I am Observing My Ideal Future Classroom

Teacher calls on students who Equity sticks

raise their hands
Less paper, more
Classroom is well games/activities
Lots of paperwork/worksheets
organized highly decorated classroom
Minimally decorated classroom
Students sit at tables
Reward/consequence Rules/expectations posted

Rules/expectations not posted
system
Low level of cooperation Healthy levelHigh

of level of cooperation
competitiveness
Low level of drama Lots of singing

No singing
from teacher
Consistent
No morning morning
meetingmeeting
caring
Use “brain breaks”
Not a lot of “brain breaks” when students
look bored or fatigued
I appreciate the style of teaching that my cooperating teacher uses and am learning a lot
about the learning climate. While observing his class, I have noted several things that I would
like to mimic in my future classroom as well as change in my future classroom. Firstly, I love
that the classroom is well organized, and materials are always prepared in advance for
students. The physical arrangement of the classroom is very functional and promotes cohesion
between tablemates. I would probably reduce the number of tables, though, so that more
students are engaging in more intimate relationships. I would also move the tables so that
there was space for students to sit on the floor for other activities. The walls in my current
classroom are pretty bare, although this might be because it is still early in the school year. In
my future classroom, I want to have colorful bulletin boards and artwork/posters which are
relevant to content areas.
I would also do more hands-on activities to promote cooperation and give the students
a break from paperwork. These activities might include singing, artwork, theater, read alouds,
guest speakers, informational videos, and more. I would love to use games, tools, and
materials to incorporate into STEM activities so that students stay engaged. I intend to do
morning meetings each morning while sitting in a circle on the floor so that I can gauge how
students are doing and go over pertinent information. I also want to have the class rules clearly
posted on the walls so that students have a reminder of expectations.
So far, I have contributed to a positive learning climate in my classroom by encouraging
students to stay positive and help one another. I have also been able to spend one-on-one time
with many students who need or want help in specific areas, which hopefully boosts their
confidence levels. I look forward to continuing to be a part of the positive learning climate as I
learn and grow.
Observation Lens 2 – Focus on Classroom Management

List of techniques observed:
1. Point system by table
2. Individual warnings and redirects
3. Patience and calm demeaner
4. Proactive, not reactive
5. Repeating instructions/attempts until whole class is listening/doing
6. Does not engage, uses quiet power
7. Consequences are predictable and consistent
The two techniques I have focused on are being proactive and repeating
instructions/attempts until the whole class is on board. For example, I have been practicing
using clear, explicit language when giving directions to students. Instead of saying, “please
enter the room quietly”, I am now saying, “please enter the room quietly and without talking,
go directly to your seats, and wait quietly while the rest of the class gets seated. Once that is
done, I will call the quiet tables to get water”. Adding “without talking” gives more information
to the students that I will not accept quiet whispering while entering the room. Adding the
information about sitting quietly before getting called for water gives students a reason to sit
quietly while the rest of the class enters the room. This is working much better compared to a
more reactive position like having to correct each student who is not doing as I ask.
The second technique I have been focusing on is waiting for the whole class to be on
board with instructions or attempts to do something before moving on to the next task. Today,
I had to ask the students at least 6 times to stop talking and be quiet in line before I dismissed
them for morning recess. I waited patiently and they probably lost a minute or two of their
recess time while students at the back of the line figured out that we weren’t leaving until
everyone was quiet. Eventually, the students near the front of the line, who heard my
instructions being repeated, encouraged their classmates to comply so we could all go. I still
want to practice this more to weigh all the positives and negatives, but it did seem to get
everyone’s attention today.
Observation Lens 3 – Look for Lesson Clarity
How are students How does the teacher What examples, How does the teacher
informed of expected provide context for the illustrations, review and summarize
skills/understandings lesson? (Considering demonstrations or learning at the close of
before the lesson? past and future instructional media is the lesson?
learning) used to expand or clarify
the content?
There is a brief Asks if this content was For worksheets, he uses Goes over work with
description of the addressed in the a magnet to post it on class by answering
assignment, with previous year. the board up front and questions and giving
attention on the skills does demonstrations. answers.
Asks “remember when
being worked on.
we looked at ______?” Uses the whiteboard for Doesn’t do much
Explains that certain illustrations and summarizing to close
Says things like “this is
skills are useful in daily demonstrations. the lesson.
going to help you better
activities.
understand ________”. Uses youtube videos to
Direct and explicit expand the content.
Asks students whether
instruction is given to
they have experience Asks students to draw
students before they
with this topic outside what they see, write
engage in an activity.
of class. about.
Observation Lens 4 – Observe Task Orientation
My cooperating teacher maintains instructional momentum in various ways. To

efficiently manage activities and transitions, he anticipates and addresses common errors or
misconceptions, actively observes and engages in student thinking, and formatively assesses
how each lesson goes so he can make notes of how to improve for next time. To maximize time
for instruction, he prepares all materials and tools in advance, encourages students to ask their
peers for help before asking him, and allows extra time at the end of the week for unfinished
work. He uses established rules and procedures to reduce misbehavior as well. Some examples
include “no talking while others are talking”, a point system in which each table accrues point
for good behavior only (and is rewarded at the end of the week), and an individual
consequence system of warnings and redirects which results in the loss of either a recess or a
lunch recess.

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Observation Lens 1 – Consider the Learning Climate

Classroom I am Observing My Ideal Future Classroom

Teacher calls on students who Equity sticks

Reward/consequence Rules/expectations posted

Low level of cooperation Healthy levelHigh

Low level of drama Lots of singing

Observation Lens 2 – Focus on Classroom Management

Observation Lens 4 – Observe Task Orientation

My cooperating teacher maintains instructional momentum in various ways. To

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