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...
The questioning technique, as used properly, actually requires the teacher to speak very little when eliciting responses from children. With practice in the technique, Ms. Parker will likely find she allows her students to speak more; it is hoped that this strategy will carry over into other content areas.
It was also suggested that Ms. Parker arrange with her principal and colleagues some time to observe veteran teachers in their classrooms at Lincoln Street Elementary. Ms. Parker is eager to improve her skills and would likely be a keen observer of strategies and techniques used by her more experienced colleagues. Ms. Parker thought it would also be helpful if some of these experienced teachers could observe her as well and offer constructive criticism.
The supervisor agreed to return the following quarter and conduct another stop-watch test to provide an objective measure of Ms. Parker's improvement. Ms. Parker and the supervisor agreed they would be in contact via email during the interim to discuss progress and any challenges Ms. Parker faced.
Section V: Summary
Ms. Parker was a good candidate for work with a supervisor because she was able to articulate her weaknesses and was eager to effect positive change. She participated fully in discussions because she was both insightful and open to suggestions. She did not take criticism personally and expressed a genuine desire to be a better teacher for her students.
Not all teachers will be as receptive to criticism as Ms. Parker. Supervisors must gather information and present results in as objective a way as possible so the criticism is not interpreted as personal. Supervisors must speak with authority and tact, offering concrete suggestions and empowering teachers to make the choices that will improve their classroom performance.
