The East Northamptonshire Initial Teacher Training College: Graduate Teacher Training Programme

Lesson Observation Proforma – Establishing Relationships & Routines...

School Higham Ferrers Infants School Lesson time 09.50-10.40

Date 27/09/2010 Year group Y2
Teacher Mrs L.Ward Subject Science
Number of student numbers 29 M 13 F 16
Student ability Mixed Other adults in the room T.A and myself
Focus of observation Science – Making comparisons

Establishing the learning environment (Routines: entry, registers, distributing equipment, dismissal)
The first part of the lesson was in the hall with all of Y2 and a guest speaker – a mother with a 2-month-old baby. The children have been
looking at differences and making comparisons between themselves and babies & toddlers. The children had also prepared questions to
ask the mother, drawing on differences in looks, foods, activities and needs.

How the teacher gains the students’ attention

Mostly by voice intonation and projection. Sometimes by clicking fingers and sometimes by clapping a rhythm for students to come and
sit down, be quiet or come to the carpet etc.

Explanation of learning objectives and success criteria

Clear discussion of learning objectives and steps to success. Learning objective mentioned at the start of the session with the guest
speaker, and then the steps to success were communicated back in the classroom. They were; 1) I can say what a baby does and what it
needs, 2) I can say why it does what it does and needs what it needs, and 3) I can compare a babies needs with my own.

Evidence of a three part lesson: a starter, main task(s) and a plenary

This lesson was a little different in terms of set-up, as the guest speaker session could have been classed as a starter. However, the
classroom session also consisted of a starter. The classroom starter was verbal as L.W asked the children for a brainstorming of ideas
about the differences between them and babies. The main part of the lesson was recording a comparison between the children and a
baby. This could be done however the children wished, by picture, table, and writing or bullet points. The plenary was verbal and a little
rushed before break time.

Teaching and learning strategies; subject knowledge

Having the guest speaker and her baby was great for making the learning visible and tangible. The children responded really well to this
and it was clear that it sparked the children’s interests. In the classroom, giving the children independence to chose their own means of
recording the data worked really well, there were some great tables, pictures and paragraphs of writing.
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Behaviour management strategies

None needed. The children remained engaged throughout and there were no negative behaviours to deal with.

Assessment methods
Q&A’s with the children was enough to gain an accurate judgement of the children’s understanding. L.W will later take in the children’s
science books and mark the work they did during the main session of today’s lesson.

Use of other adults in the room and how this affects the dynamics of the lesson
The T.A was used alongside the teacher during the guest speaker starter. Back in the classroom, the T.A worked briefly with each group
ensuring progress with the task. L.W was at another table, also rotating between groups. So at any given time throughout the main
activity, there was only one table without any adult supervision. This worked really well as it gave the children little or no time to go ‘off
task’.

Relationships with students

Good. Though i feel the constant pressure of learning objectives and communicating steps to success stops most UK teachers from
forming a really positive and meaningful bond with their students.

What the students learnt in the lesson (were the learning objectives and success criteria met?)
Sparked by the guest speaker and her baby, and engaged by the set-up of the main session, i could safely say the learning objectives
here were met, yet.

Any other relevant points noticed in the lesson

I had an interesting discussion with L.W after this lesson. We both agreed that it is un-fair that the assessment of children is heavily
weighted upon the children’s ability to write and record what they know. Children could have a really deep understanding of a subject, yet
be unable to fully present this on paper in written format. This is why L.W says (whenever the curriculum allows) that children can chose
their own means of recording and answering questions.