I'd like to highlight what I saw during my classroom visit on Feb 22, 1:55-2:55pm, 6th period:

Criteria
1. Facilitates organized, student-centered,
objective-driven lessons (teacher-student &
student-student interaction)

2. Checks for student understanding and

responds to student misunderstanding (teacherstudent interaction & student metacognitive selfcheck)
3. Differentiates instruction for student needs by
employing a variety of instructional strategies
(teacher)
4. Engages students in work that develops in
higher-level thinking skills (teacher, teacherstudent, & student-student interaction)
5. Maximizes instructional time (teacher &
student-student interaction)
6. Communicates content and concepts to
students (teacher)

7. Promotes high academic expectations for

students (teacher, teacher-student, & studentstudent interaction)
8. Students actively participating in lesson
activities (student & student-student interaction)
9. Sets and implements discipline management
procedures (teacher & teacher-student
interaction)
10. Builds a positive and respectful classroom
environment (teacher-student interaction)

Observation & Remarks

Objective: Students will define and illustrate parts of a circle.
T begins lesson by getting all students attention1 (all superscripts
henceforth were elaborated via handwritten notes given to T right
after the class being observed), waiting for all students to look up at
her, and instructing them on the 3 main academic tasks theyve to
complete i.e. define & draw by each part, define & draw as a whole,
self-assess on socrative.com.
By 2:44pm, all but perhaps 1 or 2 students are done with the 3
main academic tasks.
At 2:50pm, T asks all students how do you name a circle? and
instruct them to write their response on their notes.* Students
volunteer their answers by shouting out their individual responses
to T at the front. A girl on the front row went to the board to draw
part of the circle drawn by the T.
T walks around the room to check in on certain students who were
off-task or needed help to get started.2
Students show finished product to T, presumably T checks to see if
students are on the right track (or correct).
Students fill out a chart (organizer), draw/color, hang their finished
product on the wall, and use their laptops3 to self-assess.
**This point (4) goes hand-in-hand with the point below (5).

***This point (5) goes hand-in-hand with the point above (4).
Lesson is a sequel to previous lesson, probably from Thursdays.
Students were already expected to have mastered the definitions of
the different parts of a circle.4
Are tangent and secant lines on the curriculum for circle
geometry?5
See point (4) above.

Yes! Students are active and engaged in the academic tasks set
forth by T.
No behavioral management implemented. Students are generally
well behaved.
T generally has a positive rapport with students! Teacher is
respectful to students and vice-versa. Students, in general, are
comfortable reaching out to the T for math help or non-math
conversations.

Action Steps:
*Teacher closes the lesson, a great opportunity the teacher capitalizes to quickly clarify or correct any conceptual
misunderstanding. Apply the TLAC techniques here (from the Dog Chows and/or the TLAC book given to all teachers) i.e.
No Opt Out, Right is Right, Stretch It, Wait Time, 100 Percent, Positive Framing, Precise Praise. Incidentally, these
techniques not only help students close the lesson so they can take home some key points, but also allows the
opportunity for them to engage in higher order or deeper thinking.

**There are several ways to create opportunities for students to engage in higher order thinking. One: a problem that
requires multiple steps AND a combination of different knowledge terms and skills this has to be scaffolded. Two:
teaching students to understand a concept via at least four representations e.g. verbal (crucial!), analytical (we usually
already do this), graphical/diagrammatical (we usually already do this, especially in geometry), and numerical. Three:
applying math knowledge/skills in other math topics and/or other domains like housing and construction, town
planning, etc. Theres a fourth one which is worth exploring at a later point.
***With the implementation of * and ** above, class time can be maximized in a way that enhances student learning.
Kind regards,
Tan