Olivia Harris 2016 Teacher Candidate School Placement Grade Date
Instructional Planning &
Knowledge of Subject Matter Procedures Evidence of short & long term planning Demonstrates a thorough understanding of subject matter and can Materials/Activities modified to ensure all students achieve objectives state the connections to NYS Standards Lessons are relevant and well prepared Able to make connections between subject matter & other disciplines, Uses Varied & effective teaching strategies as well as school/district initiatives Uses Questioning techniques that lead to a higher order thinking Continually strives to make subject matter relevant to students Uses alternative grouping strategies (ie. co-op learning, interest everyday lives groups...) Build upon and revisit prior topics, concepts & skills Use a variety of methods to assess each student + Provided immediate feedback to responsesnoting what is - Launch did activate prior knowledge but could be more correct about the responses. engaging. + Reminded students of prior learning. - Can students use the SMARTBoard? + Called student names to encourage participation when asking - Can students read parts of the text? (The students could read questions. the repetitive part of the text, at least.) + Used fact/opinion paddles to increase student participation and - Isnt the objective to write a fact/opinion statement? Will you informally assess understanding. really accept only a drawing instead of a written sentence? Could you encourage both? Verbal explanation would show understanding, but dont the students need practice writing sentences as well? + Defined words within activity. - Define evidence since you are asking for this on the worksheet. + Used some higher-level questioning and follow-up questions + Used independent practice as a closure activity where students (i.e., How do we know.?). needed to judge the fact/opinion statements of their peers (using fact/opinion paddles). + Encouraged participation/sharing by all studentsallowed time for all who wanted to share.
Classroom Management Professional Disposition
Establishes routines and procedures Approach is proactive with clear standards of conduct that convey high Meets professional obligations of punctuality, appearance and expectations preparedness Maintains accurate records in an efficient manner Takes initiative to contribute substantially to team activities, volunteers Students are constantly engaged respectful & appropriate behavior is to participate, and supports school events reinforced Accepts and implements suggestions made by school and college Classroom is orderly and materials are easily accessible personnel Creates a learning community that respects individual differences + Reviewed classroom rules prior to the start of the lesson. + Used good volume and pacing. + Used proximity control, nonverbal symbols, light touch on the + Demonstrated rapport and comfort with the students. hands, and verbal reminders to redirect behavior. + Rotated through students during independent practice. + Good variability in tone to increase engagement. - Position yourself so that you can see all students while you work + Got down to students level during independent practice. individually with one student at a time. + Used positive reinforcement for participation in activities. + Dressed professionally. + Gave applause for the work done in the lesson. + Was enthusiastic when students participated. - Can you incorporate some type of self-monitoring of behavior (since this is the secondary target)?
English and Russian Summaries to the monograph: Ashot Melkonyan, Javakhk in the 19th Century and the First Quarter of the 20th Century Melkonyan, English and Russian Summaries to Javakhk in the 19th Century and the First Quarter of the 20th Century