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Clear clarification and making sure the students understood was very good. Micromanaged 'noah' the adhd student fairly well, however he could've cut down a bit more on the pen clicking that was being distracting for other students. Use of examples was very prominent which can help with students who struggle focusing or fully understanding what they are being taught so that was also good. Loud voice projection and use of visual resources made his points clear and concise.

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Clear clarification and making sure the students understood was very good. Micromanaged 'noah' the adhd student fairly well, however he could've cut down a bit more on the pen clicking that was being distracting for other students. Use of examples was very prominent which can help with students who struggle focusing or fully understanding what they are being taught so that was also good. Loud voice projection and use of visual resources made his points clear and concise.

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I noticed that Noa was very informative on the lesson topic. He addressed each students questions positively. He also addressed the student disturbing the class nicely and without being condescending. Something Noa did that fits into the positive learning framework is that he had the students attention. I saw a good level of productive engagement between the students and the tasks they were given. Asking each student a question on what they learnt appeared to generate better engagement. The instructions were clear.

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What do you notice the teacher doing?

The teacher was speaking constantly, as I was acting like I had ADHD. I was constantly fidgeting and showed occasions of disinterest. The teacher could incorporate pauses to bring my attention and to chunk the lessons better.

What are the students doing?

I noticed them being quiet, idk maybe unengaged.

Is there any modelling of tasks?

There was no need for modelling, as there were no implementation of tasks.

What do I notice of the teacher doing that fits into the positive learning frame work?

Used positivity and did not shame anyone for not knowing the answers. Also answered the questions respectfully.

The instructions were clear. Made it easy to understand.

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i liked how you offered the anxious student to tell you not in front of the class and incorporate them into the activity. allowing us to draw to help the esl student get involved was also a good idea to include them. I think you also did a good job to celebrate the adhd student's enthusiasm and energy to positively impact the lesson.

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i liked how you offered the anxious student to tell you not in front of the class and incorporate them into the activity. allowing us to draw to help the esl student get involved was also a good idea to include them. I think you also did a good job to celebrate the adhd student's enthusiasm and energy to positively impact the lesson.

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What do you notice the teacher doing?

The teacher was good at pausing and keeping the focus of the class. The instructions were clear and allowed us, as the students to take some time to digest all the information.

A positive framework is making sure the distracted student is allowed to focus and used constant positive language

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I noticed that Van related his lesson well to my areas of interest, such as soccer. He also addressed my social anxiety moderately well by allowing me to answer the exit ticket in private. However, he could have improved this further by asking for my response at the end of the class, as answering in front of the class — even quietly — may still be embarrassing."

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Hadif was great in keeping student attention. He made it clear he wanted students full attention even when two were being disturbing. Laid out clear rules and expectations. Including students to draw diagrams too was a solid idea. explained the lesson well. students were engaged however hadif would need to keep them engaged and did that well.

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use of diagram with the tennis ball and baseball was helpful for the student who was a visual learner. However try not to call out names when correcting behaviour specifically. When Noa pulled out his phone the second time you should've given him the choice to put it away or take it rather than telling him to put it away. Overall, your explanations were pretty solid and clear but just the microteaching and trying to correct bad behaviour could use a bit of work.

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use of diagram with the tennis ball and baseball was helpful for the student who was a visual learner. However try not to call out names when correcting behaviour specifically. When Noa pulled out his phone the second time you should've given him the choice to put it away or take it rather than telling him to put it away. Overall, your explanations were pretty solid and clear but just the microteaching and trying to correct bad behaviour could use a bit of work.

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I noticed that Hadif managed my behaviour well throughout the lesson. When I was on my phone, he gave me a warning and followed up with appropriate discipline. Since I prefer kinesthetic learning, his lesson also catered to this by allowing students to draw diagrams on the board.

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The teacher was able to bring the attention of the class. He demonstrated the tasks and was patient at delivering the lesson. He stayed positive throughout the entire time and stopped me from using my phone using a warning system.

The teacher modelled the activities which was great. The engagement was great, he made sure all the students were on task. There was a kid who was fasting and he gave an option for him to be exempt from the tasks.

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Kane did well in his class structure and management. Handled student misbehaviour well. he also gave clear instructions and demonstrations for students. Took on a democratic teacher role well. Addressed students questions regarding religion well.

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I noticed that Kane accommodated my needs. As I am currently partaking in Ramadan, he allowed me to take the lesson at a slower pace and skip certain parts of it. One area for improvement could be better preparation, as it seemed that some of the information may have been made up on the spot.