Name: Emily Greenberg

Student number: 26005123

Assignment: Part 2 of Assignment 1
Subject: EDF1304 Learning and educational enquiry 2
Tutorial/Tutor: Monday 11am/Geraldine
Chosen Case Study: Sixth Grade Math

Introduction:
This assignment aims to highlight and discuss the elements of teaching that are
necessary in encouraging and motivating students to learn. To do this, I will be
critically analysing a chosen case study related to teaching and learning. The case
study that I have chosen to focus on involves observation into a sixth grade math
class in California and features a bubbly, enthusiastic and confident teacher of whom
is supportive of students in their independent learning. I chose this case study due to
three reasons. Firstly, the teacher used clarity and precision in her quality of
instruction, which had an overall positive effect on the students classroom behaviour.
Secondly, the classroom management, including the teachers control of the class
and techniques she used to engage the students were enticing and attention
grabbing (for example, the clapping method). Finally, the overall learning
environment, including the lesson structure and flow, as well as the classroom
atmosphere as arranged by the teacher was set up in a way to ensure that all
students have the ability to thrive and reach their maximum learning potential.
Personally, I believe that all three of these key elements are fundamental in order to
achieve effective teaching. This view is supported by Crelos, 2009, and Hattie, 2003,
in their belief that an effective teacher is one of whom conveys messages across to
students using an array of techniques (quality of instruction), commonly relies on
activities which require active participation of students to develop their own
capabilities (classroom management), and finally, is adept in creating optimal
classroom climates for learning (learning environment). I will conclude this case study
analysis by summarizing the key aspects of teaching and learning as well as
providing some possible implications for my future teaching.

Quality of instruction:
I believe that the quality of instruction as portrayed by the teacher was extremely
effective in outlining tasks and conveying expectations across to students.
Firstly, the teacher has adopted some of Rudolph Dreikurs democratic principles in
her teaching as displayed through her very clear, positive and precise instructions,
model responses, reviews on previous learning and encouragement of peer group
work (Dreikurs, Grunwald & Pepper, 1982). This is evident by the way she instructs
the students as soon as they come into the classroom to fill out their learning
targets and submit their homework, for example.
Moreover, the instructions are represented in ways that the sixth grade students can
easily understand and relate to. Representation refers to the way that the instructions

are portrayed. As evident in the case study, effective representations exist through
classroom examples and teacher demonstrations such as the division of decimals as
modeled on the whiteboard. Furthermore, the teacher uses questioning techniques
when working through classroom examples, for instance: Nick, can you tell me
exactly what you were saying to your neighbour? and can 67 go into 5, or can 67
go into 50? This has been proven to be the single most effective strategy to promote
student involvement and is useful in assessing student understanding, guiding
learning and increasing student motivation (Kauchak, & Eggen, 2015).
Classroom management:
The classroom, as displayed within the case study, is managed well, with students
showing respect for their teacher and peers, and the teacher reciprocating by
providing praise for students who are working hard and encouragement to those who
need support.
It is noticeable that the teacher has great control of her classs behaviour. It appears
that she uses a balance of discipline and praise, which, as supported by Skinners
theory of operant conditioning, leads to increased levels of motivation and classroom
participation (Porpora, 1980). An example of praise is when the teacher asks the
entire class to give a ten finger woo to another student for their hard work. The
class responds by focusing their attention on that student and wiggling their fingers
whilst saying woo. This unveils that not all praise needs to be tangible.
Following Glassers theory of Reality Therapy, (Glasser, 1990), it is evident that the
teacher has established classroom procedures and systems of which all students
seem to follow, such as the verbal cues she uses to grasp the attention of her
students and re-focus them. This system appears to be a very well rehearsed and
practiced one of which all students are aware of. An example of the co-operative
behaviour and relationship between teacher and student is particularly evident when
the teacher says class, class class and the students all respond simultaneously,
yes, yes, yes, or when the teacher claps four times and says, teach, and the
students respond with four claps back and, okay! This not only refocuses the class
but it also reestablishes the importance of respecting the leader, listening intently and
abiding by rules.
Learning environment:
I believe that the learning environment in which the teacher has arranged is a fun and
engaging one with constant interactions flowing between the teacher and her
students.

It appears that the teacher knows her students well, both academically and
personally, which ultimately assists her in communicating effectively with each and
every student. Based on this knowledge, the teacher has organized a seating plan
within the classroom. The students are split into two groups, ones and twos. As a
viewer of the case study, I am not completely aware of what this characterization
symbolizes, however, it can be assumed that it is somewhat linked with the students
academic abilities. The seating plan establishes collaboration between students,
particularly when the teacher says, I want ones to teach twos and vice verser. As
a result, students are not only encouraged to take on the role of the teacher, which
gives them a voice and improves their teaching and instructive skills, but it also
allows them to learn from their peers, which, at times, can be less intimidating and
more comforting and supportive than learning from a teacher. Another impact of the
seating plan is that it leads to increased levels of participation as students are forced
to contribute to the activity for the sake of their partner (Larrivee, 2015).
Besides this, the way the lesson is structured has an impact on student learning. The
time at the beginning of the lesson is dedicated to revision of previously learned
content material and questions about the homework tasks. This flows very nicely into
an introductory sequence about the new topic and some demonstrations by the
teacher and finally, the students are encouraged to put the theory into practice. The
lesson is broken up into many small activities, including partner explanations and
class discussions, which remain fast-paced, engaging and interactive and seem to
motivate students, resulting in less zoning out (Gibbs, & Gardiner, 2008).
Conclusion:
Ultimately, through providing clear instructions and lesson purposes, having good
control over the class and exposing students to a learning environment which allows
them to feel comfortable asking and answering questions and working with peers,
positive learning experiences are created. As a future educator in the teaching
profession, I will be adopting some of the ideas depicted throughout the case study in
my own classroom. Some of the ideas I particularly liked include the seating plan, the
visual cues and techniques to gain attention of students, and the encouragement of
students working with one another to formulate questions, solve answers and explain
ideas and content to each other.

References
Crelos Associates (2009). Seven habits of high effective teachers. Times Educational
Supplement, 8 May, 10-17.
Dreikurs, R., Grunwald, P. & Pepper, K (1982). Maintaining sanity in the classroom.
New York: Harper & Row.
Gibbs, S., & Gardiner, M. (2008). The structure of primary and secondary teachers'
attributions for pupils' misbehaviour: a preliminary cross-phase and cross-cultural
investigation. Journal of Research in Special Educational Needs, 8(2), 68-77.
Glasser, W. (1990). The Quality School: Managing students without coercion. New
York: Harper Perennial.
Hattie, J. (2003). Teachers make a difference. What is the research evidence? Paper
presented at the ACER Conference, Melbourne, October.
Kauchak, D., & Eggen, P. (2015). Increasing Learning through Student Involvement
Understanding Teaching for Learning (pp. 182-183). Sydney, Australia: Pearson.
Larrivee, B. (2015). Building a Democratic Learning Community Understanding
Teaching for Learning. Sydney, Australia: Pearson.
Porpora, D. V. (1980). Operant Conditioning and Teleology. Philosophy of Science,
47(4), 568-582.