Observation and Work Analysis

I taught a Phonics lesson for an observation in January on how to edit a paper, and how to use the dictionary to fix any mistakes in your writing.

From my point of view, the lesson went okay. I felt that by the end most of the students were doing what they were supposed to be doing, and actually making their rough drafts better.

My mentor agreed that by the end, most students were on task, but unfortunately many students took a long time getting to work, and some never got to work. She also observed that as students were not doing the right thing, I became increasingly stressed, and it showed on my face.

I have had comments from parents at the beginning of the year, who ask the administration to pull students out of my class because I don't appear loving enough. It is a really tough way to start the year, and I have had those comments the last few years. The good news is that by the end, the parents know me and their children report on how happy they are in my class, and it is all fine, but it is definitely something that I am watching.

When Linda (my mentor) and I did the work analysis after the lesson, we were comparing the original rough draft, to the 2nd draft looking for mistakes, and also seeing if they completed their proofreading checklist. I set the goal for my students at at least 5 corrections/improvements and also completing their checklist. Unfortunately we found that only 43% of the class was able to make at least 5 corrections and complete their checklist. The rest of the class either did not get at least 5 corrections, or made 5 or more corrections but did not complete their checklist.

This was not this first time that we practiced editing, so I feel that this poor of results reflects mostly on my classroom behavior problems, not on their knowledge of the material. Further indication of this is that many of the approaching standard students edited more than 5 things, they just neglected to complete the editing checklist that I asked all of the students to do.

Both of my case study students (selected for behavior problems) were in this approaching section for even doing their checklist, although they did edit their papers.

From this lesson and the observation, I decided that part of my ILP is to increase the amount of work completed in class when I give an assignment. Also, I want to use more positive language and manner towards the students, even when I am stressed.