Management Observation

Revised for Fall 2021

Office of Clinical/Field-Based Instruction, Licensure, and Outreach (OCFBI)

CLASSROOM MANAGEMENT OBSERVATION: PROCEDURES & CLASSROOM MANAGEMENT

REFLECTION PAPER

1. This assignment focuses on Classroom Management. Ask the classroom mentor

teacher (CMT) to assist with scheduling an observation. You cannot observe your CMT.

2. Prior to the observation, conduct a brief interview session with the classroom teacher being observed. Focus on the objectives/goals in this interview and observation of the following: lesson introductions and closures, instructional strategies, materials, assessments, feedback, differentiated instruction, resources, and higher order thinking skills.

3. Explain the purpose of the observation to the classroom teacher. (This is not an

evaluation of the teacher's performance. It is an opportunity for beginning teachers to learn from professional educators.)

4. Focus on the procedures and classroom management of the class. Use the

provided checklist of common procedures used in classrooms. The completed checklist must be submitted with your paper.

5. The paper submitted in Watermark should address Part I: Classroom Observation

and Part II: Analysis/Reflection (requirements explained in the directions below). This assignment must be submitted as an attachment in Watermark. The rubric used to assess the assignment should be a guide for your paper. Interns should use the observed teacher’s initials in the paper.

Revised for Fall 2021

PART I: Interview (See Rubric Indicator 1) Use the following questions to complete the interview part of the observation. Complete the interview prior to the observation to provide additional insight into the teacher’s planning practices. Discuss interview results in the interview component of the paper. Ask the teacher the following questions.

1. How do you plan lessons? What advice would you give a first year teacher about planning?

2. What type of activities do you provide students who complete their work ahead of schedule?

3. How do you plan for students who need remediation and/or enrichment? 4. What types of resource materials/technology do you use? 5. How do you encourage critical thinking and writing in your classroom? 6. How does the teacher use assessment results to plan for re-teaching the content

or for moving on in the curriculum? PART II: Classroom Observation Address the following from Observation 2: Classroom Management in the classroom observation component of the paper.

1. Is it evident the classroom procedures have been clearly conveyed to the students? Explain.

2. Is the classroom management plan clear to the students? Are rules/consequences visible in the classroom?

3. What is the classroom arrangement? Are students in groups or rows? Desks or tables? How is this arrangement conducive to learning?

4. Are different instructional strategies used to create an environment that promotes a deeper understanding of lesson content? (e.g., whole group instruction, cooperative groups, centers, etc.)

5. What type of classroom management techniques are used by the teacher?

PART III: Analysis/Reflection Address the following from Observation 2: Classroom Management in the analysis/reflection component of the paper.

1. How did the classroom procedures (or lack of procedures) affect the learning environment?

2. How did the management strategies impact student learning? 3. Was the management plan used effectively? What management strategies should

or could be changed to enhance the learning environment? Why? Explain. 4. Was teacher feedback to students constructive in managing the learning

environment? Explain. 5. What aspects of this observation will be helpful to you in future teaching situations?

Revised for Fall 2021

PROCEDURES & CLASSROOM MANAGEMENT

Reflection Checklist for Procedures

Use the checklist to confirm if indicators below were observed. The questions below each indicator should be used to guide your thoughts during the observation.

Indicators and Questions to Guide Observation: Observed: Yes or No

Attendance & Class Dismissal

(Is there a procedure for taking attendance? What is the procedure for collecting

work upon student return? What is the procedure for dismissing class?)

Homework Procedures

(Turning in work, checking work, etc.)

Early Finishers

(What is the procedure for students that finish early?)

Work Submissions

(What is the procedure for submitting work? Is there a procedure for unfinished

work? Is there a specific procedure for paper headings?)

Classroom Environment

Is the classroom environment student-centered? How is the classroom decorated?

How does the arrangement meet the needs of the students? How is the classroom

and resources arranged?

Notes & Forms

(What is the procedure for submitting notes and forms?)

Classroom Jobs (If applicable)

(What procedures are in place for classroom jobs?)

Transitions (Halls, Bathroom, Special Subjects, Lunch, etc.)

(What are the procedures during these times?)

Student Engagement during instruction

(What procedures are in place to keep students engaged? Does the teacher have a

procedure for calling on students?)

Special Needs/Accommodating Individual Needs

(What procedures help address individual needs?)

Classroom Management Plan

(What procedures execute the management plan? How are consequences

addressed?)

Parent/Guardian Communication & Collaboration

(What procedures promote teacher/guardian communication and collaboration?)