Re: How much is too much?

[elizabeth a ahl <eahl@unlgrad1.unl.edu>]

Sara -- 

The observation questionnaire I have teachers use is divided into four 
sections, with the third section being the "biggest."  Here are the 
questions I use for each of the sections:

1.  Initial Conversation:  Is this a one time student?  Regular?  What 
useful questions does the teacher ask?  How does the student respond?  
HOw long does it take to determine an agenda for the session?  Does the 
conversation ever get stuck or misguided, in  your opinion?  How did the 
conversation take that turn?  What's the student's general mood?  The 
teacher's general mood?

2.  Session Agenda:  What does it sound like the student wants to work 
on?  How does the student get started?  What does/will the teacher do?

3.  The Session:  What happens?  What activities does the student 
participate in?  Writing?  Brainstorming?  Talking?  Reading out loud?  
What is the teacher's role?  What is the student's mood?  Is the student 
getting work done?

4.  In Conclusion:  How does the session end?  Does the teacher have to 
persuade the student that the appointment is over?  Does the student 
leave early?  What kind of closure is there?  Will there be another 
appointment?  What is the student's mood or frame of mind now that s/he 
is leaving the Center?  Do the student and teacher seem satisfied?

I explain to teachers that these questions are meant to "guide" their 
observations, and that they should observe with them in mind, but that 
they don't need to answer them all, or answer them in order; they also 
come up with questions of their own.

These questions are on a two-page sheet, with space for answers.  What 
I've gotten into the habit of doing is doing my observation 
notes/transcripts on separate paper, all scrawly, and then I transcribe 
(clean up, clarify, etc) onto the question sheet.

Then, in conferences and/or staff meetings, we talk about what we have 
seen.  The conversations are better when the observations of things like 
what's said (as exactly as possible) and body language (the good old, 
"who's got the pencil" stuff, and more) are specific and detailed.  Not 
"the student seems engaged," but "the student keeps leaning forward, 
writing notes on her copy.  She frowns in thought."  Of course we can't 
be that detailed all the time, but it's what we strive for.

Hope this is useful. 

:)
Liz