Peer Observation #1: Reflections


I know we covered the experience of my first time being formally observed by my MAT Professor last week so now I would like to share how my peer observation helped me acknowledge areas of improvement I should be focused on.

The first

There are several notable differences that exist between my peer and superior observations. The first being that during my peer observation I was mimicking a guided lesson my CT had just modeled for me. When I was observed by my professor I was responsible for creating and implementing my own guided lesson plan. So my confidence level was most certainly higher during my peer observation. What I know now is, it all boils down to how many experiences teachers have in the classroom that give them the confidence they need to know the choices they make are effectively helping their students develop into higher order thinkers and doers.

Some feedback I had from my peer observer was as follows:

– I had a group of students who worked well together and that I was able to maintain behavioral control

– I asked a two HOT questions

– I seemed a little unsure of myself

My peer observer really hit the nail on the head recognizing my uncertainty! Its something I can definitely say I have been focusing on and feel strongly that I’m getting more comfortable and content with myself.

I will continue thinking of HOT questions I can use when lessons take a different direction then I initially intended upon happening. All in all, I find value in working with my peers who can provide me with a perspective I may have otherwise missed out on.

Until next week,



2 thoughts on “Peer Observation #1: Reflections

  1. Hey, dude.

    I understand what you mean with the higher order thinking questions. (That was one of my goals, as well.) I am not sure if you feel this way, but for me, I feel like asking them is one of the most difficult things. First, I always feel like I won’t make myself clear enough and they will be confused. It is easy to ask a yes or no question and be straightforward, but H.O.T questions require more explanation. Second, it takes more faith in your students to trust that they will know what you mean. (That sounded harsh.) But, really, there have been times where I asked a deep-and-almost-philosophical question and was immediately nervous that they would have no idea how to answer it. Then, I felt guilty for asking them such a tough question. Third, H.O.T questions are difficult because, for me, there really is no right or wrong answer. My kids have debated the answers before, and because they are young they believe that every question has a right or wrong answer. With the higher questions, I have noticed that almost anything can be debated.

    It sounds like it went well. I wish I were at your school so I could watch you!

    Later, gator.


  2. Hi, Erica! I really like how you talked about the value in working with your peers and I agree with that. I like getting constructive criticism from people who are in the same position as me, and I like observing others in order to give feedback and learn from them. I also agree with your idea that it really comes down to experience because I have had that same thought while teaching. Even compared to the beginning of this semester, I feel like I have learned so much and have been able to handle so much more. I’m glad you had a positive experience with your peer observation!


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