A.   Physical Arrangement 

• the seating arrangement
• the location of the materials
• use of bulletin boards and learning centers
• utilization of open space
• What kinds of learning are facilitated/hindered by the room arrangement?
• What is used to make the room appealing and stimulating?

• beginning of day - arrival, attendance, lunch count, money collections, opening exercises
• bathroom and hall pass procedures
• distribution and collection of materials
• student jobs and responsibilities
• ending of day - dismissal

• from opening routines to start of first lesson
• from one lesson to another
• within a lesson
• from an active experience to a quiet one
• from large group to small group instruction
• from the classroom to lunch/recess and back to classroom
• to and from special subjects such as physical education

movement of groups within the instructional area

 A.   Introductions to lessons or activities 

• How are new activities introduced?
• How are activities continued from the day before introduced?
• What techniques are used to interest and involve students?
• To what extent is the content valuable for the student?

• What types of materials are used?  How are they used?

• How much activity is teacher-directed?  Student directed?
• How much teaching is done in small groups?  Large groups?  Independently?
• What is the rest of the class involved in when the teacher is working with a small group?

• What do students do when they are finished?
• How does the teacher provide a feeling of closure?
• How does the teacher provide for evaluation or follow-up of activities?
• How are evaluation records of pupilsí progress kept?

How do teachers work together in a team situation?

• What are some common characteristics of this age level?
• What individual differences do you observe?
• How do students of differing abilities relate to each other?
• Who are the popular students?  Who are the isolates?
• Does the behavior of a given student change under a variety of situations and teachers?
• Which students appear to have special problems?
• What motivates different students?

 A.  Teacher's use of voice and nonverbal communication (facial expressions and body gestures) in interactions with pupils 

 B. Teacher's handling of children's differences in: 
 
 

academic ability interests attention span

time required to complete work ability to complete tasks  ability to work independently

• types of questions asked (recall, inferential, opinion)
• types of responses made by students
• Which students respond most often?  Least often?

 A. Disruptive Student 

• Observe the teacher's behavior, verbal and nonverbal.
• Observe the student's response and response of peers.
• Think of alternative ways to handle the same situation.

• What techniques does the teacher use to get the attention of a large group?  Small group?
• Think of alternative ways to handle the same situation.