Re: [PSTUM-list] Re: Midterm Interventions - Observations

Penelope, Thanks for all the detail. It's very useful. I like your point about needing to be a little "tough" with TA's who have some teaching problems. I find myself playing the roles of "good cop" and "bad cop" during these kinds of consultations. The "good cop" role involves being supportive and affirming and sharing advice on teaching. The "bad cop" role involves making sure that we provide quality teaching in the calculus program. This can mean applying some pressure to TA's who aren't improving. I find it a difficult balance. (I guess this is why in movies they actually have two cops playing this role -- not one!) I would be interesting in seeing your observation "checklist". Below I've included the checklist we've recently drafted. We haven't used this yet during our observations, so we have yet to see how useful it is. We also have a more detailed version that expands on most of these points. Derek .. 1) Preparation a. Prepared a useful lesson plan? b. Worked through examples before class? c. Thought about key points ahead of time? 2) Opening a. Focuses students¹ attention at the start of the class? b. Motivates the topic of the day in some way? c. Gives students a sense of where the lesson is going? 3) Content a. Appropriate selection of theorem and proofs? b. Examples are helpful in illustrating concepts? c. Examples are useful for completing homework assignments? 4) Delivery a. Explanations clear and audible? b. Appropriate pacing? c. Emphasizes appropriate points? 5) Activities a. Uses appropriate teaching activities? b. Skilled at directing these activities? c. Effectiveness of these activities? 6) Technology a. Uses chalk board effectively? b. Uses other visual aids (overhead projects, computers) appropriately? c. Uses student seating arrangements effectively? 7) Knowledge of Students a. Uses students¹ names? b. Appropriate rapport with students? c. Knows students¹ strengths and weaknesses? 8) Questioning a. Provides students with opportunities to ask questions? b. Asks effective questions of students? c. Responds appropriately to students¹ questions and answers? 9) Student Participation a. Does the teacher encourage class participation? b. Are students attentive and engaged? c. Do students interact well with each other? 10) Closing a. Makes an effort to add some closure to the lesson? b. Finishes on time? c. Receptive to individual student questions after class? On 4/5/05 3:26 PM, "Penelope Kirby" <pkirby(a)zeno.math.fsu.edu> wrote: -- Derek Bruff, Preceptor Department of Mathematics, Harvard University Email: bruff(a)fas.harvard.edu Web: http://www.derekbruff.com/