Mathematics observation
- 1. Mathematics.! Students settled well, the teacher explained lesson outline. Students all listened. Teacher asked to draw something on their calculators-giving then 30sec to take the calculators out first.! ! Teacher proceeded to teaching through questioning students current knowledge. Teacher ensured students understand what needed to be done and when giving them a list of tasks on the calculator, also ensured that they know the vocabulary. When students got stuck, teacher opened personal laptop to start a simulation. This took too long especially because one of the students asked how to do something on his calculator. The rest of the students started getting disengaged.! ! The calculator simulator teacher put on the screen also has a key press history displayed which is great for students.! ! Showing how to zoom in. Using the zoom in function to show limits of a function. All students started listening again and being really involved. Teacher stated a function on a screen again and shown how to look at the limits approaching a value using tables and substituting values from the first list. ! ! Then teacher decided to show this in yet different form (written), talking about areas. Teacher wrote on the board and always double checked answers.Students ask clarification questions which teacher explained well (also showing great content knowledge). Teacher used simplified examples to explain the misnomer and then came back to the example.! ! Teacher is using a very Socratic teaching methods, leading students to their own conclusions. There is no “telling” what it is.! ! Teacher is asking students to draw conclusions all the time, but at on point an unknown mathematical fact was shown, which students were not aware of, which confused the students - one asking 'why would you ever state that as it doesn't have anything to do with it?' Teacher then connected in details the concept with the example on the board, which became obvious to most of students. Teacher proceeded to show using a different, visual representation as some students needed it. I felt this topic was still not completely clear yet as they moved to the next.! ! The teacher then mentioned that students will need this for their test, which escalated into a bucket of questions about possible tests.! ! Teacher raised voice slightly to get student’s attention and they all did. Some students giggled but teacher completely ignored them. There are 2-3 chatty students and the teacher ignores them mainly as they do continue working when needed.! ! One of the student's looked confused and teacher asked 3 times if he is ok and if any further explanation was needed. Easy to do in a small class of 12. Teacher stopped each time a new line was written on a board and asked if they all get it. If anyone ever asked about anything, teacher explained until everyone got it. It was wonderful to see students getting it at the end stating how easy that was and smiles on their faces. Then students started asking more questions 'so, what is...?' etc. Apart from being a great teacher, this teacher also exhibited great knowledge (and was a show off about it) and I feel students have shown additional respect due to that.! !
- 2. Teacher then gave them a small diagnostic test and they were all happy to do it, competing. Then teacher did the test on the board, asking students to work out themselves answers they did not know, simply by following a pattern. They were still all on task. Some students needed help and the teacher walked between tables showing them how to do things and answering questions. Then teacher went into deeper questions, asking them to work on their desks at each question, whilst moving around and helping. The teacher decided to work on the board one of the questions as majority of students were getting stuck on that point. Before the teacher started working, she asked the students if she can wipe the board. Then she continued working on the board, constantly asking the questions and asking students to shout what should go next. They were all getting really involved. She also used mnemonics to help them remember.! ! Some students were making comments and laughing WHILST they were working on the tasks, but in my opinion it's ok as that shows they are happy (as they were still working on it) - if they weren't getting the content they would be confused and puzzled.! ! Then she started getting students out on a board and they were happy to help each other. 1h 10min so far and they were still focused!! ! Teacher now went to explain a project which they will be given now and had 2 weeks to submit. Students started complaining and but the teacher did not step away. Students were stating they have other things due but the teacher did not move the deadline. Students started getting disengaged and the teacher had to raise voice to bring them back. This worked as the teacher does not raise voice all the time.! ! The teacher continued the session by asking questions. Students were still answering. 1h30min into the session and the laughing students are laughing even more, but now not anything to do with maths. The teacher starts looking at something on a laptop and the chatty boys start again. The teacher stops and waits for them in silence. They stop. good technique. The continuation was a bit short of their attention. The session is too long to teach a new matter entire time.... It should haven been broken into more parts perhaps…