Michael Roman 10/20/17

From the Field

Throughout the week of October 16th through October 20th, I have been observing

mathematics classes at the Bronx High School of Science. The classes I have been observing

are Advancement Placement Calculus and Advancement Statistics. Many things stood out to

me while observing. For example, the way the students behave themselves is very respectful.

Also, they are always engaged in the lesson. This is different from other mathematics classes I

have observed at, where often times only one or two students participates. To understand how

the teacher constructed these types of interactive lessons and a distinguished classroom, we

can look at Danielsons Framework for Teaching for explanations.

When it comes to student behavior, Danielson says for it to be at a distinguished level

there has to be the following characteristics of the classroom: Student behavior is entirely

appropriate; any student misbehavior is very minor and swiftly handled; the teacher silently and

subtly monitors student behavior; and students respectfully intervene with classmates at

appropriate moments to ensure compliance with standards of conduct. When it comes to both of

these mathematics classes, all of these characteristics are applicable. For example, when

students got rowdy, the teacher dealt with the slight student misbehavior swiftly by asking the

students to pay attention. The teacher also monitors student behavior silently and subtly by

pacing up and down the rows. Finally, the students respectfully intervene with other classmates

at appropriate like during group work or when the teacher instructs them to discuss their ideas.

While the students are discussing with the person next to them, they do not distract others and

the teacher makes sure of this by checking in with each group.

In order for there to be a proficient level of organizing physical space, Danielson says

the following must be apply: Modifications are made to the physical environment to
accommodate students with special needs; there is total alignment between the learning

activities and the physical environment; students take the initiative to adjust the physical

environment; and the teacher and students make extensive and imaginative use of available

technology. The teacher does a fantastic job of organizing the physical space of the classrooms.

The teacher modifies the physical environment to accommodate students. He did when one

student was having trouble seeing the board from the back of the classroom, and re-arranged

students so that this particular one was able to see. The setup of the classroom is in rows, but it

is setup so that every two rows are close to each other. This is effective for discussions and

working with the student next to another. Thus, there is total alignment between the learning

activities and the physical environment. Finally, the teacher make extensive and imaginative use

of available technology by always using the projector to illustrate the problems to students and

for them to be able to visualize the material.

According to Danielson, effective communication with students includes some of the

following: If asked, students are able to explain what they are learning and where it fits into the

larger curriculum context; the teacher points out possible areas for misunderstanding; the

teacher invites students to explain the content to their classmates; and students use academic

language correctly. If there is a distinguished level of student communication, then there is

respect and rapport amongst students and teacher. Students in these mathematics classes are

asked nearly every day to explain what they are learning and how it fits into the big picture. The

teacher also invites students to explain the content to their classmates. The teacher does this by

calling on students to explain their process of solving class questions. The teacher also

encourages students to put their paper onto the projector and explain their work to the class.

Several times during these classes, the teacher has pointed out possible areas for

misunderstanding. For example, while discussing the Product Rule, in AP Calculus, the

teacher explains that students often forget an important part of the rule. Finally, students use
academic language correctly. In one instance, one student was explaining his work and forget

important terminology such as functions. The other students were able to help him remember

the terminology constructively and use academic language correctly. All of these example of

distinguished level of student communication are evidence that there is respect and rapport

among and between teacher and students.

Danielson says for there to be a distinguished level of engaging students in learning, the

following must apply to the classroom: Virtually all students are intellectually engaged in the

lesson; lesson activities require high-level student thinking and explanations of their thinking;

students take initiative to adapt the lesson by suggesting modifications or additions to the

materials being used; and students have an opportunity for reflection and closure on the lesson

to consolidate their understanding. These aspects of engaging students are evident these

mathematics classrooms. It is clear virtually all students are engaged because every student

raises their hands and completes the tasks at hand. Students also try to adapt the lesson by

suggesting ways to the teacher in which their learning would be more effective. Finally, once the

lesson is finished, students are given a worksheet to complete so they can reflect on what they

learned and make sure they understand everything. This also provides closure for the lesson.

For a proficient level of management of classroom procedures, Danielson says the

following must apply to the classroom: With minimal prompting by the teacher, students ensure

that their time is used productively; students themselves ensure that transitions and other

routines are accomplished smoothly; and volunteers take initiative in their work in the class.

These are all evident in the classrooms I am observing because students are always working

efficiently and until the period is over, even without the teacher telling them to. Students are

always eager to volunteer their answers and share them with the class. For all of these reasons

and supported by Danielson, it is evident that this teacher has set up a distinguished learning

environment encouraging student learning and engagement.