Evaluation of More Compass Construction

From Teach

Lesson Details

• Class: 8A3 (30-31 pupils)
  • 15-16 boys, 15 girls
• Date: 10th November 2009
• Time: 10.25-11.15
• Room: T5
• Lesson number: 3rd in the day. Last lesson before break.
• National Curriculum (or other syllabus) area: KS3 Y8 Module 14: Shape and Measure
• Target level(s) Grades: This is a relatively low ability set.

Achievement of Your Objectives

Did they learn and how do I know they did? If not, why not?

• Were the stated objectives/learning outcomes achieved?
  • We learnt how to construct a rhombus using ruler, protractor and compasses.
  • We did not get on to bisecting an angle or a line.
  • Many of the students knew less than I had expected about quadrilaterals.
• What evidence do you have?
  • Starter on quadrilaterals, and the construction work they did in their exercise books.

Clarity of my Teaching

Were my instructions and teaching expositions clear to pupils?

• One or two of the students needed extra explanation about how to do the starter.
• Although my constructions on the board using mega-instruments were a little rough, I believe the students appreciated the instruction. As an occasional alternative to eelctronic whiteboard, these physical things are appreciated, I believe.

Getting the Pupils Engaged

• Was the response of the pupils enthusiastic, uncertain/negative?
• Did everyone have a real chance to be actively engaged in the lesson?
  • According to Ruth, the timing, pace and discipline were all better today than in my previous lesson.
  • I shouldn't discourage people from putting their hands up and suggesting answers to my questions. So I shouldn't say, when someone comes up with an incorrect answer, "Can someone suggest a better answer?".
    • The better approach is to praise the positive aspects of the pupil's answer, e.g. when I ask "What has two pairs of parallel sides?" and someone answers "Trapezium", I should say, "No, John, that's not a trapezium, but it is a quadrilateral. Does anyone else want to have a go?"

Issues of class management/control

• Did I cope with any disruptions? (Did the plan cater for behaviour management?)

In today's lesson I was genuinely irritated by one or two of the students, and showed it. Whereas RH thought it was a big improvement on yesterday's performance, I feel a little piece of my soul has been taken away. It would perhaps have been better if I'd awarded at least one punishment -- that would have achieved some satisfaction to soothe my irritation, and would have shown I meant business.

The disruptions caused by , C and P are slowing down the entire class. They are not wilfully nasty -- they would just rather talk and play than do maths. S repeatedly asked to go to the loo; I repeatedly turned her down, and gave her some tissues to cope with her phlegm. Eventually Ruth escorted her to the loo.

Knowing the Pupils

• Did I show the class that I knew their names?
  • I was unsure only of L's name.

• Do I have evidence of the pupils’ strengths and weaknesses? (How do I really know what these are?)
  • I now have their exercise books (well, most of them), after last night's homework.

Time Management

Did I time-manage the lesson well?

• A distinct improvement over last time, but the fact that I didn't cover two of the objectives shows my inexperience.

If I could give the lesson again ...

• Do I need to rethink the order of teaching?
  • Putting C next to K seemed a bad decision.
  • I should not answer any more of S's blurtings. I need her to put her hand up first.

My Subject Knowledge

• Any additional subject knowledge development I need to undertake?
  • My use of the wooden mega-instruments could be more slick.

Other issues

For example, do I now have good evidence for having met a particular standard on your course profile?

• All the students who borrowed compasses overnight returned them.

Action for next lesson

• What are the most important points I ought to take forward into my future planning?
  • Continued focus on discipline and keeping them on-task.
  • For those who still haven't done the homework, I can run my own 20-minute detention on Thursday, which I must write in their homework notebook.
  • C was one of the most disruptive. Let's try sitting him on his own next lesson.
  • Perhaps K would benefit from sitting next to a better girl.
  • J and D sitting next to each other seem a talkative combination, though they are not the most disruptive.
  • I need to have extra exercises up my sleeve for the fast workers.