Teacher:

Lewis, Emily

Title:
Live observation with NCTCS

Observation date:

Feb 24, 2016 - 9:48 AM

Submitted by: Hartman,

Shana

Feb 24, 2016 - 11:55 AM

Date Confirmed:

N/A

Subject:
N/A

Grade:
N/A

Focus:
Additional instructions:

Scores and Evidence

1a. Teachers lead in their classrooms

Hartman, Shana

Score: 3

1b. Teachers demonstrate leadership in the school.

Hartman, Shana

Score: 3

Summary
I think you are doing this through your department and other work. Are you attending any extracurricular
events?

1c. Teachers lead the teaching profession.

Hartman, Shana

Score: 3

1d. Teachers advocate for schools and students

Hartman, Shana

Score: 3

1e. Teachers demonstrate high ethical standards.

Hartman, Shana

Score: 3

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults

Observation of Lewis, Emily: Live observation with NCTCS

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Hartman, Shana

Score: 4

2b. Teachers embrace diversity in the school community and in the world.

Hartman, Shana

Score: 2

Summary
School community, yes! But in the "world," I feel you have some developing to do in lessons like this one
today. There was a lack of perspective on the Muslim culture that could have been very beneficial. Let me
know if I can help!

2c. Teachers treat students as individuals.

Hartman, Shana

Score: 3

2d. Teachers adapt their teaching for the benefit of students with special needs.

Hartman, Shana

Score: 3

2e. Teachers work collaboratively with the families and significant adults in the lives of their students.

Hartman, Shana

Score: 3

Summary
Calling home when needed and working with parents.

3a. Teachers align their instruction with the North Carolina Standard Course of Study.

Hartman, Shana

Score: 3

3b. Teachers know the content appropriate to their teaching specialty.

Hartman, Shana

Score: 3

3c. Teachers recognize the interconnectedness of content areas/disciplines.

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Hartman, Shana

Score: 2

Summary
Again, focusing on this lesson there was an attempt to make those connections, but they were not fully
accurate or fully engaged as they could be.

3d. Teachers make instruction relevant to students.

Hartman, Shana

Score: 3

4a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and
emotional development of their students.

Hartman, Shana

Score: 3

4b. Teachers plan instruction appropriate for their students

Hartman, Shana

Score: 3

4c. Teachers use a variety of instructional methods.

Hartman, Shana

Score: 3

Summary
Lots of good toggling between types of work/activities today.

4d. Teachers integrate and utilize technology in their instruction.

Hartman, Shana

Score: 4

4e. Teachers help students develop critical-thinking and problem-solving skills.

Hartman, Shana

Observation of Lewis, Emily: Live observation with NCTCS

Score: 3

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4f. Teachers help students work in teams and develop leadership qualities.

Hartman, Shana

Score: 3

4g. Teachers communicate effectively.

Hartman, Shana

Score: 3

4h. Teachers use a variety of methods to assess what each student has learned.

Hartman, Shana

Score: 3

5a. Teachers analyze student learning.

Hartman, Shana

Score: 3

5b. Teachers link professional growth to their professional goals.

Hartman, Shana

Score: 3

5c. Teachers function effectively in a complex, dynamic environment.

Hartman, Shana

Score: 3

Notes
Hartman, Shana
Opening class and instructing students to get out laptop, head to Weebly, etc.
9:48 am
Ms. Lewis begins asking questions "what do you think this poem will be about"
9:50 am
Students clicking and (good) you begin walking around to see if they are on the page
9:50 am
"Jot down significant quotes and your reactions to those quotes" (Where are they jotting these reactions down? Might you model
this on the screen or your own daybook/writing space?)
9:51 am
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Student has a question and Ms. Lewis responds

9:52 am
Ms. Lewis observing from back of the room
9:58 am
Students reading computers and then writing on the computer. Ms. Lewis is walking around stopping by and helping students.
9:58 am
So this is a good bit of quiet time, which is fine, as all students seem to be working. You might consider what to do if/when
students begin to finish or what to do as a "check-in" could be "Ok, quick pause and someone share one of your reactions..."
9:59 am
Students still reading and responding. Wondering about the use of these "non-scholarly" resources for this author/poem. Might be
a good discussion to have a chat about why and how we might use these sources versus, say, a journal article.
10:03 am
"When you get finished, work with a partner and share your quote reactions. See if you found the same things interesting."
10:06 am
Students move around and begin chatting
10:07 am
As students are talking, Ms. Lewis walks around and listens in and adds to the conversation.
10:07 am
Some students don't have their computer and thus don't have their responses in front of them when sharing (they are probably just
talking from memory of what they wrote, but might be a good thing to require they have in these moments)
10:08 am
Good questions to the group closer to the camera
10:09 am
Moving to padlet and giving instructions to the groups, one person posts from group--one quote and one reaction.
10:09 am
Padlet is cool! I liked seeing all the students thoughts/posts up after the fact, but it's cool that it comes up in class as they are
posted as well. I noticed some future lessons coming out of this tool (ex. how to "quote" by using quotation marks. How to write a
brief response...is "I think" ok when you are trying to represent a group? Do you want to say "think" or something else b/c your
thoughts are inherent if you are posting?
10:11 am
I wonder about how, if at all, you are complicating the Time article and acknowledging that these are extreme elements of some
Muslim cultures. The article even states that some of these customs are not universal and only in Taliban controlled areas. Did
that come up at all?
11:18 am
Students reading about the author and Ms. Lewis walking around to assist.
11:19 am
Ms. Lewis asks questions...tell me where she was born, what does she do for a living...students respond
11:20 am

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Graduated high school 1939, first woman to attend Princeton...would be a good spot to show how this woman did not fall victim to
the customs discussed in the Time article (also remember that the time article was written in 2001).
11:21 am
Begin discussing literary terms
11:22 am
Begin playing Kahoot! with literary terms
11:22 am
Students logging in, taking some time...any way to avoid this lag time?
11:23 am
Students playing, talking, answering first question
11:26 am
Continuing through terms...wondering if these are all going to show up in the poem and will you explain this? (I like the game
music jam!)
11:27 am
I like how this also gives you formative assessment for the whole class, but I do see some students answering on other people's
computers.
11:29 am
Begin's discussing poem by going over what an elegy is
11:30 am
Reading poem, reread if need to, look for personification (from the game)
11:30 am
Ms. Lewis walking around checking on their examples of personification
11:32 am
Now using smart board and getting students to mark examples of personification
11:32 am
"Can doors hear? Do doors have ears?" No, good...might be good to explain the final thought as to why this means
personification.
11:33 am
Next student comes up and Ms. Lewis talks him through the example he missed.
11:33 am
Discussion of examples continues and Ms. Lewis makes notes on smart board as students talk and mark up poem as well.
11:34 am
Discussing mood (are you getting a variety of students involved? any way to make sure those who don't want to volunteer or
haven't been called get involved?)
11:35 am
Students using literary terms to help talk about the poem--cool!
11:36 am

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"Daniel you mentioned setting. What kind of setting is this?" Good back and forth here.
11:36 am
"Do you see any repetition?" moving through other literary techniques in the poem
11:37 am
Begins working through questions at the bottom of the handout, "talk with your partner..." Ms. Lewis walks around
11:38 am
Discuss and highlight imagery and then students are asked to do the back of their sheet.
11:39 am
Ms. Lewis continues to walk around; one student raised her hand but you were working with another student so she put it down
and didn't put it back up (maybe turn so you can see whole class?)
11:41 am
Going over the worksheet together
11:42 am
Alliteration comes up again and Ms. Lewis marks these in the poem
11:43 am
Final discussions, asking about connections to cultural connections.
11:46 am
"Bell getting ready to ring...get rows in order and pass papers to the front..."
11:47 am

Hartman, Shana
Areas of Strength:
Good command of the classroom and transitions from one activity and part of the lesson to the next.
Areas for Growth:
For today's lesson, there was a real lack of context and perspective on Muslim culture. The customs pointed out and discussed by
the students were very much glossed over and presented as universal to all Muslims and Muslim countries and that is just not true.
Recommendations:
Be thorough on your research. Time Magazine is a good source, but it is one source and written in 2001.
Additional Comments:
Overall, you are doing so well! Some of the basic elements that many student teachers have to learn--comfort in front of the room,
willingness to move around and be near students, clear understanding of English content, etc.--you already possess and
demonstrate very well. Keep it up!

Report exported on Apr 04, 2016 - 11:03 AM

Observation of Lewis, Emily: Live observation with NCTCS

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