Observation

Student Teacher: Jonathan Yeo

Mentor: Kohei Endo

Date: 3-8-2017 Period 4 Subject: Maths Year Level: 7

Topic: Fractions

Time Teacher action Student action Comments

2:05 Classroom being organised. Students rearranging seats.

You pick out some students Some students not in

not in table groups and groups. James and Daniel
rearrange them. are sitting alone. They
both will struggle if they
arent asking question or
being directed.
2:10 Do now question. Marking Students writing learning
roll. intention and some are
doing the do now question.

Roaming class. Checking Joey asks if the fractions Good question. Could ask
and giving advice. need to be in circles or not. the whole class this.

Class is quiet and settled.

2:13 Do now expectation.

Cooper whats in your ear? Cooper takes away Cooper is easy to deal
Do you want me to take earphone from his ear. with if his behaviour is
your phone? confronted. Well done.

Wilson slapping ruler on Just make sure to

page. Probably bored.
2:15 Pizza example of the
fraction.
How do we simplify. Dylan- simplifying is divide
by 2
Josh divide both sides by
2.
monitor so he keeps it
away.
Visual diagram along with
equation and working
out.
Good to call on Dylan and
correct his response by
getting josh to correct
him.

2:16 16ths question. Diagram model used again

with shaded circles.

Add top numbers again. Joey 6/8 Good refining.

Dylan
2:18 How do you make the
denominators the same.
Fractions can only be
added if the denominator
are the same.
Does anyone remember
what a multiple is?
Daniel, sit up in your chair.
Thats not your phone in
your hand is it?
2:23 We do question.
Why are there earbuds in
your hand?
2:31 What was the Lowest
common denominator that
we got?
No calling out.
Good mix of students being
asked for lines of working
out.
2:34 Questions being written on
the board.
Ally turn around.
Casey cautioned.
Roaming. Checking on
students who dont have
textbook open.
2:38 Roaming class.
Cooper has earpiece in his
hand. He saw me see him
with it and he has not put it
in his ear.
Wilson: It timesed by
something else?
Andrew: the opposite of a
factor
Josh: Gives an example. 6, Good persistence with
12, 18, Daniel. And you have
Dylan: numbers that it can called him out on his
go into. behaviour as well.
Daniel drops his phone. (refined to multiply top
Multiply by 3. and bottom by 3).
Front row are doing
question. Middle row not
really, third row. Back row
is not doing a lot. Ember is
started. Lower students are Good to confiscate
looking but not working. phone. He didnt
complain you gave him a
chance and youve caught
him out.
A few called out.
Cooper and Casey chatting.
Dylan throwing something
across room.
Andrew//Wilson noisy
conversation.
Dylan and Daniel
conversation across the
room. Casey and Ally
chatting, textbooks not
open yet.
Casey and Ally still chatting Boys complaining. They
still no workbook open. should be separated or at
Andrew and Wilson least threatened with
slapping each other etc. separation.
 Telling cooper and ally to Luka looks unwell. Need direct instruction
stop turning around. on how much work that
needs to be done.
2:42 Youve had a chat with Casey still hasnt started.
Casey to get her started.

Roaming the class.

2:50 James has his hands up.

Cautioned Daniel. Daniel slouching on his Could let Daniel know
chair. what question he should
be up to by the end of
the day.

To cooper: I need to see a
full page done at least.
3:10 Leave pass.
3:15 Bell has gone.
If you have done the leave
pass you can leave.
James is struggling
easier sheet may be
needed.
Cooper calling out. Andrew They can do most of this
and Wilson are mucking already. Give them
around together. Both have something else or
turned around and are separate them.
chatting. Cooper is being
disruptive because Andrew
and Wilson are mucking
around.
A few students are
standing. Noisy classroom.
James has had a meltdown.
Lots of students are yelling
at you.

Overall:
Lesson good for mainstream students.
Good consolidation of material.
Good visual representation linked to equation writing.

Area for improvement:

Behaviour management with troublesome students needs to be more direct.
Follow through with threats and ensure that you are being addressed with proper respect.