She asked these students to get clipboards for their worksheets and to bring their manipulatives as well. There was some time wasted in this transition, but the students were generally eager to comply. Ms. Parker guided the students through each of the problems on the worksheet. She used her manipulatives on the board, either coins or cubes, and encouraged the students to do the same. One boy complained that Ms. Parker was "going too fast" but another student moved next to him and provided some assistance. By the time the math hour was over, most students had finished their worksheets. Ms. Parker did not require those that had not finished to stay in for recess. She collected the unfinished papers and promised the students that they would work on them together the next day
Section III: Post-Observation Conference
The supervisor asked Ms. Parker to reflect on her interaction with students as they prepared to gather for the math lesson. She agreed that she gave instructions too many times and that, as a result, some students tend to "tune her out." The supervisor showed Ms. Parker the results of the stop-watch test and she was surprised to learn she did eighty-five percent of the talking vs. The fifteen percent of her students. She remarked the results confirmed what she suspected: she lectured too much to her second graders and did not give them adequate time to orally process what they were thinking and learning.
Section IV: Professional Growth Plan
Ms. Parker's goal is to spend less time lecturing and more time listening to her students. The supervisor recommended an online math workshop called "Building a System of Tens" that has considerable focus on building teachers' questioning techniques. The idea is that teachers use open-ended questions and prompts to encourage children to explain the various ways they reached...
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