EDUC 202 Examining Teaching Practices

observers name: Tara James

todays date: Click here to enter a date.

length of observation: 30 min

cooperating teacher: Scarano

student observed: Click here to enter text.

grade level/subject: Click here to enter text.

objective of observation: Click here to enter text.

Directions: As completely and accurately as possible, describe the interactions between the teacher and
one selected student. Include direct quote and descriptions of the teacher and the students,
including facial expressions, gestures, and voice quality. Be careful, however, to avoid
making judgments.

time teacher quotes, actions, etc. student quotes, actions, etc.
5 min in Please manage your impulsivities Student would not put down pencil
6 min in
Who is sitting on their bottom and being
quiet
Students were talking and not sitting correctly
7 min in You are not a koala and she is not a tree Student continued to hug teacher
10 min in
Write your first and last name the school
way
Students started to write
11 min in Is that the school way Students erased and redid
16 min in Give you brain a kiss
When students did something good or put a lot
of work into an assignment
25 in Use the magic soap Kids cleaned their hands with hand sanitizer
Click here
to enter
text.
Click here to enter text. Click here to enter text.
continued on the next page

Virginia Teachers for Tomorrow


Now, lets pay special attention to gender equity practices. Respond to the following questions by choosing the
correct response from the drop-down menu in the column on the right. Please be cognizant of what the word
proportionate and its variation mean. For instance, if there are twice as many boys as girls in a classroom, a teacher
who exhibits good gender equity habits would naturally call on boys with twice the frequency as that for girls.

Teacher-Student Interactions
sometimes how often the teacher and students interact with each other
rarely
males and females verbal comments (praise, remediation, instructions, etc.) with
proportionate frequency
sometimes teacher calls on females with proportionate frequency
very frequently
females and males receive constructive comments in terms of conduct with
proportionate frequency
rarely
teacher responds to answers provided by students with equity (praise,
clarification and follow-up questions, etc.)
not observed
teacher spends proportionate amounts of time working one-on-one with females
and males
Classroom Activities
sometimes teacher maintains a cooperative classroom atmosphere
very frequently teacher regularly utilizes small group activities
rarely
teacher uses non-competitive grading scheme (for example, favors criterion
referenced over norm referenced)
Teaching Considerations
sometimes teacher avoids using gender neutral language
very frequently teacher uses real world examples that appeal to both males and females
very frequently teacher exhibits fairness in treatment of males and females
sometimes teacher puts a stop to any actions by students that might be considered sexist
very frequently teacher promotes active involvement of all students regardless of sex

In the space below, please reflect upon your observation. What did you learn about this teachers
interactions with the one individual student? What did you learn about this teachers interactions regarding
gender equity? What techniques did you observe that you would use in your own classroom? What would
you change to enhance the learning?

I learned that the teacher simplifies almost everything for the students in order for them to
understand what she is saying. My teacher was very equal and fair when it came to genders. The
only thing that really had a difference was nick names. Boys were more called Buddy while the
girls were Sweetie and Hunny. In order to enhance learnig I would also have cute little phrases
to help students remember things.