Student teacher observation Feb. 29, 2008
Great activity setting up for “The Lottery”!
Had students take lottery tickets and the one with an “O” on it gets zero for the activity. “How do you feel about this?” Student with the “O” was quite animated. Got other students to discuss their feelings about the fairness of this situation. Got some good responses. Discussion was fairly short. You could have taken your time with this discussion.
Went into the video. Interesting adaptation of the story.
Counts off students immediately after the video. Instructs students to form two circles. Wasn’t exactly clear about how the two circles were to be constructed. Eventually you managed to get them into their two circles.
“Discuss who the protagonist of the video was.” Students eventually got into the discussion.
“Was the character round, flat, static or dynamic?” Good question. Students again seemed reasonably interested in the question. Having the boys standing was quite effective. Got the students active.
You began discussing some of the answers while students were still in their circles. This might have been more effective once students were back in their desks.
Jimmy, Derrick, Armin and Michael were sitting on desks. You should have insisted that they stand and get involved in the discussion.
Did you ever give students lyrics to the song? Were those lyrics significant?
You were asking Armin questions about the video with students still standing in their circles. Those on the other side of the circle seemed left out of the discussion. You could have managed them a little more effectively had they been in their desks.
I liked allowing students to discuss with one another while standing in the two circles, but thought the class discussion should have been in their desks.
Why not get the two circles moving so that students have a different discussion partner for each question?
Good that you are wandering around the circle and discussing with individual groups. You did seem to focus more energy on one side of the room (north side).
Your questions were good; I just wonder if all the questions are designed to help prepare students for the story and their interpretation of the story. Were questions about the techniques used to “film” the video really relevant to the reading of the story? Otherwise they are good thought-provoking questions.
Second video quite interesting. Another great adaptation.
You asked if students simply wanted to do a class discussion for the second video. Students indicated they didn’t want to do the circle discussion and you respected that.
You really kept the discussion moving on really well. You never got bogged down. Good timing.
Eli came up with some interesting questions and you acknowledged that they were interesting questions, but you never really attempted to discuss the questions and provide some answer to them.
“Why might she accept her fate?” Great question; it may have arisen out of Eli’s question a minute or two earlier.
Good discussion of setting. Great discussion of symbolism. Students were really involved.
Good that you were prepared to show the video a second time. Students were clearly interested in getting more out of the video.
I liked the fact that you told the students about you first encounter with the story. Brings the activity a very personal touch.
Wasn’t entirely sure what you meant by “marking the story up”! You could have provided a clearer explanation of those instructions.
Your interaction with Sam was non-threatening and achieved the desired effect. He moved his desk into a row.
You needed to be a little firmer about their need to begin reading the story at the end of the class. Students were quite interested after having watched the two videos.
Once students had begun reading, you should have stopped asking questions and encouraged them to read.
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