On this particular case study, there are several assumptions I made upon entering the class. The first assumption is that there are clear guidelines and rituals put in place by Mr Smith that made the students calm and composed during the whole session. Students had no interruptions between their tasks, making them aware of what is expected from them as well as proper classroom management from Mr Smith. Also, I can assume that since the class did not have any discussion task, there was no need to talk to each other. Some students were silently sitting while others were busying taking notes.
With the observations, I posed three questions. The first question is, "how is Mr Smith holding the students accountable for the learning of the lesson and their knowledge?" Another one is, "in what ways does Mr Smith’s alignment to his teaching techniques in line with the standards of the curriculum? Finally, I would ask, "with Mr Smith having understood well the different capabilities of his students, how will the various methods employed in teaching suit particular students?"
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As a professional, there was once an observation made by my administration on my various methods of teaching. Having to utilize the "I do, We do, You do" modelling instructions, the administrator had an issue on my "I do" part. The administrator argued that I had been given too many directions and modelling since he felt like the students did not actively engage with each other. According to him, I did not provide enough chance for my students to interact with each other actively. Since I was using the gradual release model, I respectfully disagreed with him and further explained that When using this model to teach the "I do" phase, it was appropriate not to let the students take a lot of time engaging considering that I was teaching a new concept.
