CT observation cycle

For my CT observation I chose to do a read aloud from a chapter of the book we have been reading all year in class, Front Desk by Kelly Yang. Since I have been in this class, I have observed my CT read this book almost every week I have been here. I have noticed some things that she does to make sure her students succeed in understanding and comprehending the chapter of the book. My CT is very big on asking questions, she will start her lesson by asking the students what happened in previous chapters, this gives students a refreshment on what they read the previous day. She then will begin reading, having the students follow along in the book, she will stop every page or two, and ask a critical thinking question. Most of the questions have to do with character analysis and development. At the end of the chapter, she will ask students to reflect on what they had just read and give a summary of the chapter. She does an amazing job keeping the students engaged in the reading by asking these questions. Every week I have observed students’ excitement for reading and finding out what happens next.

When told the students I was going to perform the reading the students got excited. I had to wait a minute for them to calm down and sit quietly. Since it was my first time performing this routine, I lead with my expectations for the class. I understand that students will not respond to me the same way they respond to my CT, "who the teacher is dictates what technique will have the greatest potential for addressing the complex management problems evidenced in classrooms"(Lasley, 1989). I also explained new things we were going to do during the read aloud, including turn and talk and group answer. I could tell the students were confused so I gave my best explanation of what I expected from them during that time. Turn and talk would mean turning to their assigned partner and talk for a minute, then we come together and share what we talked about. Group answer would be the simple raise your hand and answer. I also shared a new attention getter, 1,2,3, eyes on me. I felt like this was simple to get their attention so I explained that would be how I would get their attention. The students responded well to this, they were able to understand and preform what I expected of them, it just took me explaining it twice.

During the reading I stopped 3 times, 1 turn and talk and 2 group answers, I also asked a question at the end of the chapter and asked for a recap of the previous chapters. The questions I asked during the reading connected the story to their own personal experiences and life. The questions at the beginning and end were based off of the book. The turn and talk went well, the students were able to turn to their assigned partner for a minute, talk, and had an easy job getting back to me when I used my attention getter. The group answers went well, although not many students were eager to answer. I performed this read aloud with the quieter group and they typically do not volunteer to answer and have to be called on. I did get a few students’ answers and we had a great discussion during the reading.

The questions I asked before and after the reading I could have done better on. I asked for a recap of the previous chapter; I had a few students tell me they forgot, my CT stepped in and said we just read this and that they should look back at the text. I should have said, “Take a minute to look back at the previous chapter and tell me what happened.” At the end of the chapter, I asked the students how Mr. Yao and Mia have changed though out the book, they were slow to answer and when they did, I just simply said okay yeah and moved on. I should have said, “Tell me why you think that what text supports your reasoning.” For a deeper analysis of their predictions. Other than that, I did a great job at keeping the students quiet, engaged, and setting out clear expectations for the students.

In the future I need to make sure that I ask for more reasoning on the ending questions and ask for evidence to support their claim when I am asking for future predictions.  Doing this will get students thinking more about the chapter and keep them engaged in character development activities. Other than that, I did a great job setting my expectations, asking questions in the chapter, and keeping the students engaged. I will continue to set high expectations for my students, keep them engaged and active during read aloud. I will continue to use the turn and talk and big group method to ask questions pertaining to the story and their own personal experiences.

2a- I organized, managed, time, space, and attention during my read aloud. I did this by having a set time frame for the read aloud, asking questions to the students during the read aloud, engage students in an activity.

2b- I managed behavior from the students- making sure they are all listening, engaging, and on task. I did this by asking questions throughout the chapter and only talking when the time was appropriate.  I discussed my expectations for the students and what voice levels they should be talking at. I reminded students my expectations when needed.

2c- I conveyed high expectations from all students- asking them higher level questions to engage them in the read aloud, having them turn and talk when appropriate, and set the expectation of engagement and high-level thinking.

5a- I enhanced the students’ learning by creating an environment where the students can engage in higher level questions and a discussion about what we are reading.

Top photo- Reading to the students from the book, the students are following along while I read and actively listening.

Bottom photo- Students are turning and talking to their partners, they are answering the question I gave them about the reading and making connections to their lives.

LEVIN, JAMES. Principles of Classroom Management: A Professional Decision-Making Model. PRENTICE HALL, 2021.