Observation Date:  16th June 2015

Teacher:   Andrew Doyle

Observer:  Andrea Tapsell

Observation Focus:  Classroom environment, books, teaching - Maths

Observation

Class very settled and calm, settled working on task – Maths.

One group with teacher, one group on Follow up – number, strand rotation and group on mathletics

Lesson on equations - < > : examples on board, children invited to board to complete equations

Teacher Aide working with 2 students on strand.

Walking the walls:  Maths board, house board, maori boards  – teacher generated.  Reading has some children’s work displayed, board with topic on disasters and writing boards all have children’s work displayed.  Art around the room.

Positives

Points for discussion

• Very quiet, settled calm room.  Children workng on task with some collaborating on their tasks.
• Maths lesson on equations – clear progress from basic to how it applies to equations.
• Reading books up to date with marking.
• Rotation into reading – children were engaged and really keep to share their findings.  

• How could you engage your children druing your maths lesson? – could you have them complete equations , in pairs?.  You could then rove and check who may be struggling – as well as rove out to rest of class.
• Do you know the saying:  Crocodiles always eat the bigger number ?(they be hungry little things)

This could help children sort out which way the < > goes.

• Change over at 11:30.  How could the students use the task board to move from one rotation to another?  While children getting sorted you could remind groups what they are moving to.  
• Books: Do you know what the schools policy for marking intervention is for independent books?
• What things did you notice from your environment visits.  Your displays look good, do you consider there Is enough children generated work shown – is there criteria on all boards?

Advice and guidance

• Think about having the children move to their next rotation by using their task board.  If concerned not sure what they should be doing,  you could remind them while they are setting up, or consider getting your teaching group started then do a quick rove to check everyone on task of what they are supposed to be doing.
• Books – Independent – timely intervention – marked over a 2-3 week time frame.  Consider how to manage this – mark one group of independent a week.  This way you are regularly seeing their books on a 3 week rotation.  Don’t be frightened to stop a guided session if you feel children need teacher intervention with independent writing.
• Guided – try to mark this while you are conferencing with the group – as we discussed – this could be a simple : NS – try to use a hook next time, initially their plans after you have seen them.
• Reading – should be marked a minimum of once a week.
• Number – this probably needs daily marking otherwise if children haven’t got it, incorrect working can be reinforced with continued work.  Marking would only relate to those groups who had follow up.  Try and have children mark as much of their work as possible, your marking then really is signing off and checking process.  
• Strand – minimum once a week – however this can depend on what srand it is.  Something like capacity, or nets may not require as much book work as it could more hands on acitvities.
• Environment – consider how you might display more children’s work.

Action:

• Work on having children move to next rotation without stopping and pulling them to the floor for direction.
• Look at having children engaged in maths teaching sessions by all children working on problems, using materials.  Use of whiteboards or blank books are good for this.  
• Consider tweaking your display boards to show more children’s work by the start of Term 3.

I will check out with Ryves about mini whiteboards?