Formal Observation. Today was okay I guess. The kids were a bit hyper, but I was not in the best of moods (maybe the observation, but I don't think so. Or at least that was only part of it). The minute the regulars started their nonsense, I just started biting off heads. When Sticky fingers started her "look at me" routine, I just told her to get out. No escorting, no counting, no threatening, I just said "Get Out!". It must have been the way I said it, because I got no argument or discussion. It was nice. I told her to go sit in Ms. Across the Hall's room. Normally, I would escort the child (with something to do), but I just wasn't in the mood. I was doing listening practice for the ELA test. I've also learned a bit more about the power of body language. Not only mine, but the students' as well. Since Friday, I have not accepted students just looking at me as proof that they are listening. They have to have their hands not moving, writing, or any place I can't see them. Just an example.

During the literacy time, AP1 called to invite my group up to the library to listen to an author talk about her books. She was also selling autographed books for $10.

Observation was schedule for the period right after lunch. Yesterday, at a last minute called grade-level meeting, AP1 discussed what she was looking for in the observations (proof that data was driving instruction, and differentiated instruction).

So, how did it go? I guess it went okay. My aim was something like, "Students will learn about finding the area of a shape with 80% accuracy given 6 rectangles. Here, aims are supposed to be quantifiable. My Do Now was some Test Prep examples for the NYS Math Test. We defined area. I looked up the information in the student reference book. I differentiated instruction by giving out two practice work sheets (one high level, one not). I had students sitting in groups according to their abilities. As I explained the directions, I focused on the main ideas of completion that both practice sheets expected (finding the area inside shapes and provide a unit with the answer). The strange thing was that no one seemed to realize that I'd handed out different sheets. I moved from table to table. At the easy tables, the students just had to count the boxes in the shapes. At the other tables, the students had to read the questions about various shapes in order to find the area. When it was time to review, I just focused on getting an answer and did the students' add a unit with their answers. AP1 looked over students' shoulders, and took (what seemed like a lot of notes). At the end, I went back to the aim to see if we accomplished our aim. We didn't, but my students were a bit too eager to say yes we did. I had to explain to them that we didn't. I learned a long time ago that kids will usually say whatever they think the teacher wants them to say. Unfortunately, there are teachers that really don't think about that. They will seek positive answers unconsciously (and consciously), even when they are asking for honest answers.

I better stop now. I want to do a bit of school work, shower, then call it a night. I also want to try out my laminator. I want to make that student check off list.


Post Date - Tuesday, November 27, 2007 9:28PM