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Third Grade Classroom Observation

While the teacher or another student had the floor, other students showed respect by not speaking while they were.
             After observing math review during the beginning of my observation, Mrs. Kertes ask students if they had any other questions about the material that they just covered. After math review, she transitioned into reading and introduced her students to drawing inferences. The transitions between activities were very smooth. Students quietly put their things away and got out the correct material for the next lesson. During this lesson, Mrs. Kertes used higher and lower level questions. She would allow students the chance to predict what they thought an inference was before beginning the lesson. If students all spoke at once or got excited about sharing their responses and talked out of turn, Mrs. Kertes politely asked students to quiet down. She did not show answer or change the tone of her voice which to me, demonstrated flexibility and responsiveness. She never rushed students or skipped over a question that a student may have had. She allowed great wait time between asking questions and calling on students to allow them to get their thoughts together.
             Throughout each lesson covered, I would say the 90% of students were actively engaged and eager to answer and ask questions throughout the lessons. Mrs. Kertes showed enthusiasm for learning which reflected on her students responses. She would give them high five for extremely good responses to her questions. Some of the different instructional strategies that were present throughout the lessons I watched were graphic organizers, integration of technology, and whole group discussion. During their spelling review, Mrs. Kertes pulled up a graphic organizer on the Promethean board. The graphic organizer contained their spelling words listed vertically down the left side of the chart and there were titles located horizontally along the top.


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