Observation Sheet Management

(Please complete this form for both primary and secondary professional experiences and place in
your e portfolio)
Graduate Standards AITSL
Professional Practice:
1. Create and maintain supportive and safe learning environments
2. Planning for Effective Management
Small Group Lesson
Was your lesson plan effective My lesson plan was not effective for managing the class. I had
planned for the students to work as one big group to complete
for managing the class?
the math questions I had set however they were unwilling to
work as a group. I think this is because I had such a wide range
e.g. How did the students
of ability within the group and I didnt take this into account
react to your lesson overall
and to your planned activities? when planning the lesson. In the end I had to stop the students
from doing what was planned and instructed them to complete
the work on their own. This did result in an improvement in their
behaviour.

Did anything unexpected

happen?

Did you provide a variety of

activities?

Were you satisfied with your

timing, particularly for the end

Whole Class Lesson

During our first attempt at the lesson the students responded
quite well to our planned activity of going through a source
analysis as a class. The only behaviour issues were when they
would start having conversations about something that was
brought up, but other than that the students were on task. After
a discussion with our mentor teacher, where he outlined some
management techniques which he found worked quite well with
this particular group, our second attempt at the lesson was far
more successful in keeping the students on task.
During my small group lesson I was surprised at how unwilling
the students were to work together to solve the questions. I also
found that they were quite over confident in regards to areas of
the topic which they were comfortable with. When I did
reinstruct them to complete the work on their own I had many
questions about maths problems which they had previously told
me they were comfortable with. I felt this wasnt a case of them
lying to me but rather because they wanted to give something
more challenging a go but this impact negatively on the lesson I
had planned.
During the small group lesson I provided the students with a
variety of styles of questions all relating to linear equations (ie
number and word problems). This was to ensure they were
provided with revision material which covered all the different

of the lesson?

Did you feel you were able to

change things if needed?

Were you aware of classroom

procedures and school
disciplinary policy? How
much did you know about
your students?

How did your mentor teacher

maintain a safe learning
environment?

types of questions they would be asked in their test.

During the whole class lesson there wasnt a variety of
activities, rather the lesson was focused on completing the
practise source analysis book. This was, again, in preparation for
their test at the end of the week.

I wasnt happy with the timing of my small group lesson as I was

unable to do a conclusion and gauge how they were feeling for
their test at the end of the week.
I was happy with the timing of both of our attempts at our whole
class lesson. In both cases we left enough time at the end of the
lesson to ask students if they needed any further clarification
regarding the source analysis questions as well as do a quick
survey about how they were feeling for their test.
During the small group it took some time before I was willing to
tell them to stop because I was unimpressed with their
behaviour and that we would be changing to individual work. I
think this was because I was still getting used to the idea that I
was the teacher as well as still familiarising myself with the
behaviour management strategies discussed both in class and
with my mentor teacher. However, once I did stop them I began
to feel like I was able to change things when required.
During the whole group lessons, we both felt we were able to
change things if it was required however the students remained
on task and were engaged with what we were doing so it wasnt
required.
Prior to teaching my lessons I was aware of what my mentor
teacher expected from his students in regards to their
behaviour. In this case I was aware of what procedures were in
place within his classroom, for example sending students out of
the class for some time out if they were being really disruptive.
However, in regards to procedures beyond that, for example
detention or being sent to the principal, I was not aware of.
During my week at the school there was no need for this type of
discipline, I feel that I wouldve been made aware if it was
required.
Students were well aware of what was the expected standard of
behaviour within the classroom. This maintained both a
physically safe learning environment as well as one where
students were free to explore different ideas and responses
even if they werent quite correct without being teased or
bullied by other students. I feel that this kind of safety in the
classroom is equally important as keeping students physically
safe. He would also make it very clear to the students that his
class was a safe environment to express their opinions and the
way they were feeling, especially when he would gauge how the

What strategies did you

observe your mentor teacher
using to maintain this?

students were feeling about tests and content they had just
been taught. The group of students I spent most of my time with
during the week were a surprisingly tight knit group and my
mentor teacher was explaining that the particular group we
were with had very few reported incidences of bullying. He
would often joke that he wished they would behave like normal
year 7s.
During lessons my mentor teacher would tell students that he
was expecting a certain percentage of students to raise their
hands every time he asked a question before he called upon
someone. This encouraged more students to give the question a
go because if they didnt they would have to wait for enough
people to put their hands up. Both in instances when he did it
and we tried it in our lesson I observed that students responded
to this quite well with students all over the room putting their
hands up and giving it a go. My mentor teacher would gauge
students feelings on content and assessment preparation often
by using scales of one to five or verbalising different sorts of
emotions the students could be feeling about upcoming work.
When students were talking while another peer was giving their
response he would indicate to the group that their behaviour
was inappropriate and would ask them to listen in. This was to
confirm to students that what they had to say was valued by
both their teacher and their peers. He was very positive with the
kids which maintained quite a happy environment and the
students responded really well to him.

Maintaining a Positive Attitude in the Classroom

How did you demonstrate to

the students that you valued
them, and enjoyed learning?
e.g. Tone of voice, facial
expression, sense of humour,
introduction to students and
topic.

During class discussions I would ensure I was engaged with

what the student was saying as well as making sure that the
rest of the class was listening. I praised good responses and
would ask students who werent quite understanding the
concept questions which would point them in the right direction
so they could reach the right answer or a more correct answer
on their own. This was particularly important during the source
analysis lesson where there wasnt one correct answer we were
looking for however there were some responses which could not
be awarded marks. In the same way when I was responding to
questions in a one on one situation with students I would praise
correct answers or try and point them in the right direction.
In regards to facial expressions when they were understanding a
concept and providing great responses I would smile and make
sure that my face was conveying to them that I was excited that
they were understanding the content. This was particular true
during the HASS lessons because those are the subjects I want
to teach so seeing students understand the concepts is
something which does make me really happy and excited.

Which aspects of your

teaching style do you feel
helped you maintain class
attention?
e.g. Variety of activities, class
or group discussion, pace of
lesson, interest at class level.

Did the students know what

was expected of them?

Group and class discussions worked really well in engaging the

students during the HASS lesson but during my maths lesson
this was not the case. I think this is because during the HASS
lesson the students were all on the same level in regards to
their understanding of what the questions were requiring them
to do but in the maths lesson the students were all at different
levels of understanding. So in regards to my own teaching style
I might consider using class discussion when a topic is being
introduced to the students for the first time and split off into
groups based on skill level as the students become more
familiar with the topic.
When I did get the students to do individual work during the
maths lesson the variety of questions provided in the
worksheets worked quite well as the students could work on
questions which they were having trouble with.
The conclusion at the end of the HASS lesson worked really well
both in cementing in the students what we had just discussed
and providing some feedback to the teacher about how they
were feeling for their test. This will be particularly important
when I have more own classes and need to know how students
are travelling so I can provide further assistance and options for
students who are struggling or who need more extension work.

I felt that my small group at the beginning did not know what I
expected from them because I did not establish myself as the
teacher very well. They were testing me to see how much they
could get away with and in that beginning section they get
away with a lot. However, once I made it clear that I was not
impressed with what they were doing they stopped almost
immediately and focused on what they were supposed to be
doing. So I need to be more confident in establishing myself as
the teacher in the room and making clear what it is I expect
from my students.
The larger group during the HASS group I felt understood what
was expected of them and the only times they didnt meet
these expectations was due to our limited experience and
knowledge of classroom management. Our expectations were
understood, I feel, more during our second attempt at the
lesson when we were using management techniques which our
mentor teacher uses.

Were you able to redirect

energies of attention seeking
students? Did the students
have enough
to do?

The only time I encountered attention seeking students was

when I would ask questions of the whole group and the same
people would put their hands up straight away and try get my
attention. During the lesson though I would tell students that I
needed at least half of the class to put their hands up before I
would call on someone to answer. I made sure to spread the
answers around and I also made sure I called upon the students
who were always putting up their hands at least once during the
lesson. This was because we directed so many questions at
them and it would seem unfair if we didnt give those students
at least one chance to speak.
During both lessons the students had enough work to go on
with it was just a matter of whether or not they wanted to
complete it.

Dealing with Minor Misbehaviour

Were you aware of what was

happening in all parts of the
classroom? Did you know
what each student was doing?

Small Group Lesson

In this lesson it was much easier to keep track of everybody and
know exactly what they were working on. It was also easier for
me to gauge who needed one on one help and who could work
independently and would ask for assistance when required.
Whole Class Lesson
During these lessons I had more of a general idea of what the
students were doing. I tried to be constantly scanning the
classroom and noting which students may be drifting off task. I
would walk around a lot and look at the students answers and
provide feedback. However, during test situations I would avoid
walking around and looking over their shoulders because I
remember how much I absolutely hated teachers doing that
during my tests. Rather I would only get up when a student
raised their hands and I would try get to them as quickly as
possible so they werent sitting with their hand up for too long).
As I continue my studies I may find that I change this strategy
but at the moment I feel I still have the mentality of a high
school student and I want to try and avoid the things that
teachers used to do that would put me off during high stress
periods like tests.

Did you take any action when

you observed poor behaviour?
Why? Why not?

During my small group lesson it took me awhile to respond

firmly to poor behaviour and I think this is because I am still in
the process of familiarising myself with and getting used to
using management strategies. However, when it reached a
point where I had really had enough I was firm in telling them
that they needed to stop and that we would be changing what
we were doing because of their poor behaviour. Their
instantaneous response to this demonstrated to me that it is
really important that I establish myself as a confident teacher
from the beginning even if, and especially when, I am not
feeling too confident.
When the students were getting a bit too noisy during the whole
class lesson, for example when they were packing up while the
lesson was still going, we would stop the class and explain that
they needed to wait until we had told them to pack up because
the lesson wasnt finished yet. This lesson was a little easier to
respond immediately to poor behaviour because there was two
of us so if one of use missed something the other would pick it

up. The fact that Jess (the other prac student) and I worked well
together was a big plus both in regards to management and
teaching the class in general.

Did you use non-verbal cues?

e.g. Contact, pause, gesture,
movement toward student/s
concerned.

During both my small group lesson and first attempt at the

whole class lesson I relied solely on verbal cues. This was
because I was pretty nervous on both occasions and wasnt
really confident that non-verbal cues would work. While these
did eventually reach the intended result non-verbal cues in
some circumstances would have been more effective.
After our first attempt at our HASS lesson our mentor teacher
went through a few non-verbal cues he uses which are really
effective with his students. For example, he will gesture at
students who are talking while other students are talking, if that
doesnt work he will move closer to the students. Only when this
doesnt work will he use verbal cues that they need to stop. The
non-verbal cues where very effective in stopping chatting during
the HASS lesson.

Overall Comments

Overall the students were far more well behaved then what I thought they would
be and that was something I really appreciated from them considering this was
my first prac. While my small group lesson was more a disaster than it was
successful the experience has provided me with the confidence to establish
myself as the teacher and not be afraid to use management strategies when
students are not meeting my expected standards. Being given the opportunity to
repeat the lesson we taught was fantastic because we got to apply almost
immediately new strategies we discussed with our mentor and compare the
success of the two lessons. From this I learnt that it is really important to use the
strategies your mentor does rather than try and introduce strategies which you
think will work because students respond much better to what they already
know. In regards to when I have my own classes it will be important to establish
early what it is I expect from them and the strategies I will use to address poor
behaviour. Using non-verbal cues is certainly something I need to work on

because, at least with this group, they are far more effective than verbal cues
and they have the added bonus of not disrupting the flow of the class or a
student who is responding too much.