Use a visual classroom arrangement to record where the student teacher

• asked questions of the students in the classroom;
• called on identified (talking stick, thumbs or hands raised, flash card raised) students to answer questions;
• made eye contact; and
• circulated among the students.

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Use a visual classroom arrangement to indicate whether or not the individual student was engaged in the tasks that the student teacher intended by

• using a key
  O = on task
  T = not on task
  P = playing
  O = other work
  S = out of seat
  W = waiting for assistance
  G = getting assistance;

• systematically examining the behaviour of each student for a few seconds and recording the behaviour (for example, 1-A, 1-T and so on, for first observation); and
• repeating this observation at three- to four-minute intervals for the duration of the period (for example, 2-P, 3-S and so on, for subsequent observations).

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With regulatory guidelines in place, record what the student teacher says word for word to help the student teacher to

• be aware of grammatically correct language and vocabulary being used (use of slang and colloquial language, use of filler words such as like or um);
• analyze the kinds of questions being asked;
• identify the kinds of responses the student teacher is giving;
• analyze directions to see if they are clear for the students; and
• be aware of body language.

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‍Coteach* with the student teacher

• to continue to model effective teaching,
• to ease the student teacher into the teaching role and
• to ensure that students’ learning is on track.

*It is important to determine beforehand exactly which parts of the lesson will be done by whom.

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‍Provide written feedback after each lesson observed, with

• comments related to areas of strength and growth,
• attention to detail (specific items that could lead to better learning),
• suggestions for improvement, and
• the opportunity to ask questions and discuss.