Ch. 3 Being Observed: Discovering Your Competencies CD 23 Dr. Gallegos

Activity On a piece of paper, write what are your greatest fears when being observed and evaluated? https://www.teachingchannel.org/videos/preparing-for-formal-observations

Goals of Assessment, Evaluation, & Discussion Important goals of the assessment, evaluation, and discussion process for student teacher include: Making valid assessments of performance through specific, descriptive feedback Collaborating in a fashion that generates helpful suggestions and ideas Creating a positive student teacher attitude toward self-improvement & gaining knowledge Establishing the student teacher’s habit of self-assessing teaching performance

Goals of Assessment, Evaluation, & Discussion Observational feedback may pinpoint behaviors the student can then examine while teaching. Discussions following observations usually include: Identifying what went well A descriptive view An examination of situational factors The creation of action plans Additional analysis of written records Child behavior particulars Action/reaction relationships Other features of the observation related to the discussion

Goals of Assessment, Evaluation, & Discussion When a supervisor builds trust during discussions, a student teacher is able to: Develop a clear picture of the supervisor/student teacher relationship Feel the he or she is supervised by an educator who listens well, clarifies ideas, encourages specify, and takes time to understand the student’s perspective. Frequently request value judgements Become convinces his or her supervisor is an advocate for success.

The Whole Teacher Personal abilities to an early childhood educators is to believe effective teachers have few problems with child guidance, possess a sense of humor, are fair and empathetic are more democratic, and are able to relate easily and naturally o pupils on any basis, in groups or one to one. Teacher behaviors that exemplify the effective teacher include: A willingness to be flexible, and to be direct or indirect as the situation demands An ability to perceive the would from the child’s point of view The ability to personalize their teaching A willingness to experiment and try new things Skill in asking questions, to draw answers from the child, as opposed to seeing themselves as a kind of answering service The ability to assess child growth and development The ability to reflect back an appreciative attitude, as evidenced by nods, comments, smiles and the like Use conversational matter in teaching, and informal, easy going teaching styles

Emotional Intelligence High emotional intelligence is believed to be displayed when teachers cope with job stresses successfully and are able to, when emotional themselves, model positive behaviors and attitudes for children.