Tangents Lesson Critique, Essay Example

Teacher’s Content Knowledge, Strategy and Level of Engagement

The teacher seemed very knowledgeable of the information. There were no apparent moments where she appeared not to know what was going on nor did the students have to second guess her answer and recommendations. The teacher led the class as a facilitator and not a lecturer. She provided the necessary visual aids to support the lesson. She asked clarifying questions throughout the lesson to (1) orally assess the understanding of the class and to (2) ensure that the other student received the necessary learning reinforcements. The teacher maintained control of the classroom by keeping students actively engagement and limiting any possible behavior issues or distractions.

What appeared to be the most important strategy used by the teacher is maintaining a good rapport with the students. She seemed calm and approachable from beginning to end and the students did not appear afraid of answering or asking questions. She offered accolades for students who answered correctly and did not make students who seemed unclear or did not answer correctly feel threatened or demeaned.

Lesson Activity

The lesson was focused on the measurement of angles formed by secants and tangents intersecting with a circle. She placed corresponding activities on the overhead and allowed students to answer questions regarding the measurement of angles. Students were presented with a problem and were expected to answer the problems individually with reinforcements after each lesson. The teacher appeared not to have sat down for the entire lesson and continuously walked the floor to check student work and to answer any questions, if needed. All students appeared to be on task and appeared to have a good understanding of the unit.

Level of Cognitive Demand and Assessment of Understanding

The lesson was a practical application (question and answering) of the unit. Students were provided with problems and were allowed to work on those problems with the teacher’s learning check after each. The activity was basic but required individualized work and high level thinking in order to complete each task.

Other Important Factors

“If you are using classroom management theories and techniques that are successful for most children most of the time in most situations, then the majority of students are more often on task and, as such, demand less of your time and attention” Tauber, 2007, p.9) .Classroom norms appears to not have been properly set as the teacher had to reiterate expectations (i.e. sharpen pencils). A good strategy to get students prepared for class and to utilize bell to bell instruction is to set classroom expectations on the first day of class; even if it means posting these expectations throughout the classroom.

Will students always adhere to these expectations? While some teachers and administrators will say no, it actually depends on how the teacher reiterates the expectations and disseminates consequences as a result of students not following the rules. My recommendation for the teacher is to ensure that students have a clear understanding of what she expects, the consequence for not following these expectations and most importantly, help students understand how everyone in the class will benefit from ensuring that all of class time is used on instruction and addressing questions regarding the lesson. As a result of this expectation either not being followed or set, at the end of class, the bell sounded and she said “Don’t go.” She needed a few more seconds to finish the activity. By then, most of the students had “checked out” and were preparing to leave for the next class.

References

Tauber, R. (2009). Classroom Management: Sound Theory and Effective Practice. Santa Barbara, CA: Greenwood Publishing Group.

UCLA & the Carnegie Foundation for the Advancement of Teaching. (2011). TIMSS Video: US4 Secants and Tangents. Retrieved July 10, 2011 from web: http://timssvideo.com/