My First Evaluation

Periodically, one of our cohort teaching assistants visits us when we are in the elementary school classrooms. Two weeks ago she came in during naptime when my partner and I were in the teacher’s lounge creating games for the students. Usually she asks us how we are doing, asks if we have any questions, provides encouragement, and then leaves to meet with other students in our cohort. Not this time. Towards the end of her visit she adds, “Soon I will be coming to your classroom to observe you as you teach a lesson.”  Wait…what???

Soon? How soon? Why? I don’t know how to teach! I need more time! As these thoughts ran through my head, I put down my scissors and looked at my partner. Suddenly we both had many questions. What kind of lesson? How many students? I don’t have much experience, what should I do? Why so early? After being in a classroom for only two full months, we were very concerned about this evaluation.  Our TA told us that we shouldn’t be worried, that she will sit near us, watch us, and write down everything that happens.  No pressure.

The next day we received an email with the evaluation schedule. Coincidentally, not only was I scheduled to be observed on the first day of evaluations, I was the first to be evaluated on that day. The very first person. Therefore, I could not even ask my peers about their observations to calm myself about my own. Throughout the few days before my evaluation I had dreams about everything going crazy during my assessment.  Fortunately, my Cooperating Teacher (CT) was very encouraging during this process. She offered much support and provided my with all the information I needed to prepare myself. I was to play a number game with a group of students – students roll a die, identify the number on the die, and place that many manipulatives on their papers.

On the day of my evaluation, I glanced anxiously at the door every few minutes. At 8:20 AM my partner whispered, “Hey, she’s outside…” Immediately I felt my stomach drop. I was so surprised at myself. I’m usually a calm and confident person, why was I so nervous about my first evaluation? I realized later that although the evaluation would not affect my internship placement or my GPA, it would provide me with much information about my strengths and weaknesses. However inconsequential, the evaluation was important to me and I wanted to know that if I was doing well. The problem was, what if I was not doing well? What if I was just…bad at teaching?

During my small group lesson, my TA sat directly behind the students. At one point, students started dancing in their chairs. Some dropped the manipulatives on the floor a few times. One student threw the die off of the table.  Some fought over the manipulatives. My nerves were on edge the entire time as I saw my TA taking down notes. However, I knew the students better than I thought I did. They love learning, playing, and interacting with their peers. After a simple correction these situations seemed to work themselves out. In spite of my anxiety, the lesson went smoothly. I attribute the success of the lesson to my CT and the students. The expectations for learning had already been set in the classroom before I got there.

After ten to fifteen minutes, my TA asked me to meet her in the teacher’s lounge when I was finished. I completed the lesson with the a new group of students and then headed to the lounge. My TA asked, “How do you feel? What is your first impression?” I told her that although the lesson went well, I never felt relaxed. I was more worried about behavior than about the content and goal of the game. I was also concerned about my voice. I tried to sound like my CT: excited, enthusiastic, and animated. To my ear though, I sounded monotone and boring.  I am accustomed to talking to adults; talking to kids is so different.

To my surprise, my TA had many positive remarks about my lesson. She informed me that my voice did, in fact, have intonation. I asked good questions, I handled situations well, and I made sure the goals of the game were met. After reflecting on my performance and informing me that in a month I will be observed during a lesson with the entire class, she inquired, “Do you have any questions?”  I asked, “I know I need to improve on many things, but what is one main thing you suggest I do differently next time?

Her response? “Smile more.”

Sonam Shahani is a 3rd year undergraduate student at The University of Texas at Austin pursuing a B.B.A. degree in Finance and a B.S. degree in Applied Learning and Development: Early Childhood – 6th grade. She is currently a student teacher at Metz Elementary School in Austin, Texas through the university funded Urban Education Teacher Prep Program. She can be reached at Sonam.Shahani@bba07.mccombs.utexas.edu