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Reem 1

In a 23-student 4th grade math class, the teacher displayed some strengths such as using gestures and intonation when speaking, ensuring students listened to instructions before beginning activities, and using a reward system. However, the teacher also needs improvement in some areas. Specifically, when solving problems on the board or having students work in groups, not all students are actively engaged or participating. One student observed spent only 3 minutes and 19 seconds actively learning during the entire 35-minute lesson. The teacher also did not notice or address when that student was solving the wrong math problem. Overall, the lesson remained teacher-centered and student questioning was limited.

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44 views2 pages

Reem 1

In a 23-student 4th grade math class, the teacher displayed some strengths such as using gestures and intonation when speaking, ensuring students listened to instructions before beginning activities, and using a reward system. However, the teacher also needs improvement in some areas. Specifically, when solving problems on the board or having students work in groups, not all students are actively engaged or participating. One student observed spent only 3 minutes and 19 seconds actively learning during the entire 35-minute lesson. The teacher also did not notice or address when that student was solving the wrong math problem. Overall, the lesson remained teacher-centered and student questioning was limited.

Uploaded by

api-301278269
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reem Hashim

Observation #1 Maryam School

Second period 23 students grade 4.2

Strengths

Needs improvement

Tr uses her voice well, has


intonation and uses gestures.
Tr seems to be enjoying herself
When she moved into an activity,
she made sure that the sts were
listening to the instructions, not
allowing them to open the boxes
until she completed the instructions.
Tr walks around to make sure work is
getting done, but she is not focused
on learning.
Use of bottle caps as counters.
Uses a reward system well.

Tr is writing and solving on the


board, when she gives turns to sts, it
is one by one.
When groups are large, there are
always sts that are not involved.
When 2 sts were called to the front
of the class, only one of them did
any talking, why was the second one
there? ( to read the question, but
there is not true benefit or active
learning happening here)

Competency

Observations

Professionalism:

Tr was in the class on time.

Planning for
learning:

A lesson plan had been completed.

Implementing and
managing learning:

The activities are 1:1 and remain teacher centered.

Monitoring and
assessment:

Not done with focus on ability to solve, she was


looking to see if the group was finished.

Questioning is of the closed end variety.


Students are asked to explain steps of solving, but it is mechanical and tr does not
ask any challenging questions.

Observed st: Mahra Saeed. 35 minutes into the lesson she has had 0 minutes of
active learning. Even during the group activity she was watching and listening from
a distance while others used the manipulatives.

While solving the problems tr stood above her but did not even mention the fact
that she was solving question 6 when she had been asked to solve 4,5 and 8.
The bell rang and the lesson was over before Tr ended her lesson, then she asked
the sts what they had understood.
Timed st spent 3:19 in active learning.

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