Domain Evaluation 3

3a: Communicating About Purpose and Content. Distinguished.

I believe the teacher has done an outstanding job in this department. 5e teacher uses clear and professional language to clearly explain concepts and communicate ideas to students. The teacher also puts emphasis on visuals. Important information is highlighted during instruction. The teacher will explain a concept and then re-explain it in a way that the students can better understand. The teacher will repeat important information multiple times and then give students both time to write and digest that information. For example, during a lesson on chemical reactions the teacher iterates that, “no atoms are gained or lost in a chemical reaction” Several times, before explaining that more in depth with an example analysis of a reaction occurring between hydrogen and oxygen. The teacher then ensures everyone has copied down the most important information before moving on.

The teacher also encourages kinesthetic learning by physical activities. The students in turn have many ways to express what they learned. The teacher uses both formative and summative testing. The teacher takes this assessment information to provide useful feedback and guidance to students. Feedback is given through conversation as the teacher works with the student to build on areas where they are struggling. Behaviorally, the teacher sets clear expectations for what is expected of students. The teacher has the students put their phones in a phone tray at the beginning of each class. The teacher clearly states that personal technology is not to be used in the room.

For example, students learned to build a molecular structure. They were walked through step by step on how to build the structures as groups. The teacher was clear in that she wanted an understanding from students to know various properties of molecules at the end of the lesson. The students were accurately able to rebuild certain structures on their own and give details about the strictest. The teacher also creates creative lessons to encourage students to have fun while learning. This translates to them being more interested in the content.

Being clear about what’s expected of you is very important. I’ve come to understand that it is a difficult but learned skill to ensure that students absorb the most important information. Repeating essential questions or phrases is simple but useful. During my own lesson with the students, I repeatedly emphasized “the molecules in denser substances want to stick close together!”. I pantomimed the molecules being close together as well which I think was genuinely useful for the students, especially the ones with a bit of a language barrier.

3b: Using Questioning and Discussion Techniques. Distinguished.

The teacher uses multiple techniques for questions and discussions. Open ended questioning on exams and assessments let students express their extent of mastery on an answer. The teacher will repeat the same question multiple times so that students have time to digest information. Rephrasing a question multiple times sometimes inspires a student to see the problem more clearly. The teacher commonly uses the popcorn questioning style during lessons. The teacher asks a different student for each part of solving an equation. This gives each student an equal opportunity to both answer and assess if they’re keeping up with the instruction. Real world connections are often used in discussion and lessons to help students make connections. Back and forth discussion and questioning is also often used during lessons. Students are often asked to clarify their reasoning or explain “why” or “how”. A redirect and push in the right direction will be used if the student cannot answer a question.

An example of this is during a lesson on balancing equations. The teacher guides a called on student through balancing a chemical equation after calling on her. The student gets it wrong a couple times, but the teacher pushes her toward the right direction with guiding questions. Another student is called on and struggles but the teacher does not relent, she challenges this student with a progressive series of questions that push the student through the problem as well. The conversation went as follows:

Teacher: “How can you make this [sic] a two?”
Student : “Multiply”
Teacher : “Correct. We need to multiply. What do we need to multiply?”
Student : “A two”
Teacher : “Where do we want to put the two?”
Student : “I’m not sure “
Teacher : “Do you want the two before or after the Na?” (The Na is sodium in the chemical equation)
Student : “Before “
Teacher : “Yes. Why?“
Student : “Because then it will be the same”

This conversation was a good example for me in regards to using questions to guide a student in the right direction. I think challenging students slightly or pushing them out of their comfort zone can help them succeed. Oftentimes, the students are close to getting the right answer, or may know, but lack the confidence or are missing a step to get there. This is very much a learned skill, however. I find myself struggling with this unless I am very confident in the material I am trying to help students with.

3c: Engaging Students in Learning. Distinguished -

The teacher fosters a friendly and open classroom. From the start to the very end of class, there is always an active attempt to keep all students intellectually engaged. There are multiple ways that this student engagement is both encouraged and expected. For example, collaboration and peer to peer instruction is a way to keep students on the same page. The teacher has a level of authority and respect over the class to where group discussion generally does not veer off track into personal or irrelevant conversations. The students are respectful and collaborate by bouncing ideas off of each other until they both agree on what sounds right. Other times groups will brainstorm to work through assignments. Communication is generally clear and constructive- the teacher fosters an environment of open and honest discussion without being rude or impolite and this resonates with the students. These students benefit from peer to peer instruction in nuanced ways that the teacher might not be able to go through with a whole class.

The teacher also tries to make lessons themselves interesting to keep the students engaged. An example of this was a lesson on molecular synthesis and decomposition. The teacher used an analogy relating synthesis to a couple coming together, and decomposition as a couple breaking up. The teacher also uses interesting hooks and tie-ins from previous lessons. This helps the students get prepared for the upcoming lesson. Various materials and resources are also used to engage students. Lab experiments provide hands-on experience. The students can move around the room and get a visualization of scientific observations or practices.

For me, I would like to keep a friendly but active classroom. I often see that humor is a way for the teacher to connect with students. I admire the way the students have a rapport with the teacher that seems to help keep them in line. In my own lesson planning I think it would be a good idea to include constructive group based work in assignments. Creating a classroom environment where every peer feels “on the same level” contributes to a comfortable and respectful learning experience.

3d: Using Assessment for Learning. Distinguished.

The teacher uses formative assessments and weekly quizzes to ensure the students are following along with the pace of the content. Questioning and discussion is also constantly used on the part of the teacher. The teacher will call on all students at one point or another during lessons or lectures to gauge their understanding. The teacher will even ask the class if they are following along or have any questions. There are also non graded tests that are intentionally difficult to gauge how students as a class are handling that area of content. If the content is too easy, the pace of the class can pick up. If assessment feedback is showing students are finding difficulty with content, more time will be spent on lessons. If for example, students are not following along during a lesson, extra time will be given for instruction as opposed to time to start the homework. An example I have of this is when a neighboring teacher in the school intentionally gave the students a very difficult question that most of the class got wrong, this was done to see if they were ready to move on to harder topics. The class as a whole struggled with the problem so that portion of content was reviewed again. Exit tickets are also used after lessons or lab assignments as a means of reflection. Teachers use these as a means to determine how well students understand the content. Students receive feedback regularly as well in response to their assessments. Sometimes it will be suggested to students that they should come see the teacher for tutoring before or after class. On tests, the teacher will give students valuable input, such as where they went wrong on a problem. During independent practice, the teacher circulates and provides immediate suggestions to students as they work through problems. She acknowledges success and correct lines of thinking even if the end result is incorrect.

Praising students for their successes, and guiding them when there is room to improve, seems like a good motivator as well. Questioning and discussing would probably be my primary tactic. I would also use regular testing as a teacher to ensure my students are staying on track. If study guides are used, and the information is repeatedly emphasized for importance, then the grades of the students should reflect that. Most importantly, assessment will be used by me to see if the students understand what I am trying to teach them.

3e: Responding Flexibly to Student Needs. Distinguished.

The teacher goes above and beyond to ensure that the students' needs are met. The teacher and students go out their way to ensure content is understood. Sometimes a student will struggle with an assignment. If a student is struggling, the teacher will take extra time and consideration In making sure their goals or needs are met. An example of this is when a student approached the teacher to ask if she can take the test early. The teacher worked with the student to plan for her to take the test earlier. The student asks if the teacher can meet her after school for a review of the content. The teacher agreed. Another example is when a student wasn’t feeling well and continuously needed to blow her nose. The teacher gave her tissues and allowed her to blow her nose in the back of the room whenever she needed to. The teacher here demonstrated an active effort to make sure the student was comfortable but able to continue working. This helped allow the student to feel comfortable and not embarrassed. The teacher also has given her own supplies to students to borrow for class periods. Students sometimes forget materials like pencils, pens, laptop chargers, and calculators. Students are allowed to take calculators home with them to complete assignments if they do not own one. The students in general appear comfortable voicing their needs and asking for assistance.

I hope to be a source of guidance and comfort to students. I am inspired to go a step beyond for my future students by providing them the support they need to succeed. I have worked previously at a daycare and would do my best to meet the needs of each student. Some children needed extra support with honing motor skills or had emotional regulation struggles. Working with those children even though it was difficult was rewarding and I was someone that they trusted. Independent practice times during my observation are when I try to help students despite not having full knowledge of chemistry concepts. I try my best to learn the lesson along with them to give them whatever guidance that I can.