Students conduct six observations of teachers other than their mentor. They are encouraged to observe a variety of content areas and grade levels within and outside their field placement site. Students are to observe for the entire class period. The observations summary is to include a scanned copy of the student’s field notes, an analysis of how the instructional practices used by the teacher affected student engagement and a discussion of the implications for the intern/student teacher’s own practice.

 

 

 

 

 

Class: Chemistry

Topic: Balancing Equations

Grade: 10^th and 11^th

 

                The chemistry class was initiated by the teacher trying to get the students attention. After a small pause, the teacher went directly into the review of the previous day’s homework (balancing simple chemical equations). However, only half of the students were engaged or on task during this review lecture. With the homework collected, the teacher jumped into his main lesson (balancing more complex equations). Through the transition, the teacher did not go over the new objectives, class overview or maintain the student’s attention. At this point, there were loud student conversations in the back of the room. Students turned their backs to the teacher and were blatantly not paying attention to the teachers lecture. The teacher responded to a few of these disturbances by saying “shhh” and “please be quite”. Only about half of the class had their papers out and of those half only a few were taking notes or working on the worksheet with the teacher. The lesson was mainly in the form of direct instruction, with little student interactions. At one point, a student near me opened his phone and started playing a game. Being a teacher at the school, I quietly told him to put it away or else I would take it to the office. He choose to put it away. 

On a positive note, the teacher made good analogies during the lecture in reference to chemical partners, saying that a chemical combinations in the equation goes boy then girl, boys are positive and girls are negative because they are “re-active”. The teacher made other attempts to win back the students attention by being funny, however they were mostly ignored. The teacher’s knowledge of the subject seemed adequate and he had good graphic organizers and relevant worksheets for the students. The lesson ended with about 20 minutes left in the period. The teacher asked the students to finish the worksheet. The students immediately started to talk louder. Only about half of the students were actually working on the assignment.      

For the students paying attention (and who could hear over the side conversations) the teacher yielded an alright instructor and lecture based lesson. It was easy to observe that the teacher was trying to scaffold the ideas of balancing chemical equations with a gradually increase in difficulty from the previous day’s homework. The teacher also had an engaging personality due to his interesting mannerisms and entertaining subject relevant jokes. The prepared worksheets and graphic organizers were also positive attribute of the lesson. The classroom also had numerous posters concerning the patriotic table elements, making it easy to see for any student.  

However, the students were not managed in a way that facilitated equal and appropriate education. I believe that the teacher’s lack of classroom management negatively influenced all of the students, especially the students that wanted to be there. The students and lesson would have benefited and improved if the teacher implemented more student engagement such as the simple method, “I do, We do, You Do”. Instead, the teacher used a direct instruction method that was traditional in style and extremely teacher centered. Students were not on task and only a few were paying attention. The teacher neglected to facilitate any form of classroom management including such things as student behavior, positive learning environment, pay attention, staying on task or how to participate in class. Also, the classroom was set-up poorly in rows which was not conducive towards the flow of the students. Furthermore, the emergency wash station was within splashing distance from the teacher’s computer and desk.   

 

                It is the responsibility of a teacher to establish effective classroom management procedures which are conducive towards the student’s education. Students typically learn better in a classroom that maintains effective classroom management techniques. The teacher in this classroom did not manage the students in a way which created a healthy educational environment. The students who wanted to learn were more than likely distracted by the students not on task. As a teacher it’s also important to consider ways to engage the students. Through relevant engagement, students are more likely to stay focused. A teacher must motivate their students to learn. The teacher also only called on people who wanted to be called on. Instead, the teacher should have asked non-volunteers for questions. This technique keeps the students on their toes and helps them stay on track. Also, as a teacher it’s relevant to establish ways to get the students attention without using the “shh” word. All of these behaviors should also be reinforced through consequences, both good and bad. On the positive side, the teacher did exhibit good scaffolding through graphic organizers and worksheets. As a teacher it’s important to be prepared and supply the students with helpful note taking strategies. Often times, teachers work directly out of a text book without utilizing supplementary resources. Instead, try being creative with your lesson plans.