CT Observation #1

In Ms. Marshall’s small group, she gave them a math lesson that she designed as an “I do,

we do, you do.” This means that first they observe her example, then they complete problems

together, and lastly they complete problems on their own. They typically follow this routine for

math lessons. As she completed the first example, she walked through each step with clear and

precise language. During this routine she expects the group’s full attention, especially while she

is explaining the examples, as well as their participation in completing problems as a group and

on their own. Most of the students have no issues with paying attention. I’ve noticed that some of

them will say “this is too hard” if they need some motivation, or they will say “this is easy” if

they’re starting to grasp what they’re learning. If a student is refusing to listen or participate, she

will typically give them three chances to get back on task before sending them back to their seat.

Depending on the severity of the situation she may make a call home or to discipline. Thankfully

though, she did not have to do this. This routine lasted 30 minutes.

For my small group, I designed a suffix activity. I followed the same “I do, we do, you

do” routine as Ms. Marshall. My students listened most of the time and they were eager to

participate. Some of them said “this is easy” when they started to understand the activity. They

needed some assistance on a few words, but they seemed to gain a solid grasp of suffixes and

picking apart words. I think following Ms. Marshall’s routine led to my success. My group really

benefited from working through the first example together. Also, as they were working, I was

constantly reminding my students how to find the endings in words, and helping them whenever

they had questions. I designed the task as a 4 column chart that was very straightforward with

one example already completed. I tried to make it so that a student could look at the first

example, and use it as a guide to complete the rest of the chart. I would say this activity was
effective, because each student was able to finish the activity, and we had just enough time to go

over each example.

One important thing I learned, which we’ve discussed in our seminar, is that group

management skills are very important. The main thing I struggled with in this lesson was

maintaining my group’s attention. Some students wanted to work ahead while others were

getting stuck. It was challenging to supplement both at the same time, however I was able to

manage both.

Next time, I will continue to follow the same “I do, we do, you do” routine, because it

involves lots of practice and the class is conditioned to learning this way. In the future, I will

continue to work on my management skills to develop an organized flow of discussion within the

group.

I’ve demonstrated FEAP 2a: Organizes, allocates, and manages the resources of time,

space, and attention. During this lesson, we had a timer going in the front of the classroom and I

was responsible for maintaining my group’ attention throughout the activity. I’ve also

demonstrated FEAP 5a. Designs purposeful professional goals to strengthen the effectiveness of

lessons based on student needs. This activity was review, so I designed the lesson around the

goal of strengthening their skills of picking apart words.