E9 matrix
Freshman English
Hudson High School
Joletta Yoder
___create a podcast to teach
grammar or spelling
___create a worksheet, learning
guide, or test
___provide written feedback on
student work
___find and create home pages
of interest to students in adjacent
lab
___other:__________________
___create a podcast to be used
for reading or to replace a lecture
___find supplemental materials
on a given subject from valid
source
___design an icebreaker
___share reflection written by
you on today’s topic
___share the importance of
communication skills to college
success (“My Life As A College
Student/What I Wish I Would’ve
Known/Done”)
___other:__________________
___greet students as they enter;
engage them in conversations
___learn names of students in
your classes
___participate in learning games
___redesign a test or handout
___other:__________________
___score student work w/ rubric
___other:__________________
___observe attendance-taking
procedure (JMC attendance pro-
___request and reference seating guide
___observe recording of grades
(JMC grading program walkthrough)
___observe students and note
observations on possible ways to
build rapport (“Johnny seems to
really like heavy metal b/c he always wears an AC/DC necklace
and metal shirt”)
___observe “Think Aloud” planning of a course or a period
___observe use of time w/in the
block (form available)
___other:__________________
created by Joletta Yoder, Hudson High School, Fall 2009
___lead a small group discussion
over writings, reading, or other
designated topic
___create and teach a lesson
to the class for a designated
amount of time
___give comments on student
writing without prompts
___create a mini lesson for a
small group of students with a
specified need
___facilitate a whole-class discussion
___other:__________________
___other:__________________
___other:__________________
___1:1 conference with students using prompts given from
teacher and given the writings in
advance
___lead a discussion
prompts given
using
___co-teach a lesson with the
mentoring teacher
___monitor and intervene in certain groups, as noted by teacher
___present a mini-lesson on
subject using material provided
by the mentoring teacher
___reteach a concept to a student who doesn’t understand
___make a + comment and a comment on student work from a
list of prompts
___circulate duing work time and
help students
___other:__________________
___present an instructional Power Point using own materials
___teach lesson seen in previous section
___other:__________________
___other:__________________
___observe many small groups
during a work time
___teach a lesson the mentoring
teacher has scripted
___lead a small group review of
concepts
___perform a simple routine task
observed such as homework
checking
___other:__________________
___other:_________________
gram walk-through)
___1:1 conference with students
without prompts and on-the-spot
(without previewing of the work)
___complete the “Interest Inventory” on Day 1 (form available)
___other:__________________
___ mark a + and a - on a form
provided to give students feedback on work
___work with an identified student on an identified need
___help a student who was absent get caught up
___read aloud a passage or test
___other:__________________
___other:__________________
___other:__________________
___administer spelling or other
test
___check work with class
___other:__________________