Background
I observed a lesson in a third-grade literature class at Penn Elementary School in Chicago. The school has 281 students, serving grades from PK to 8th grade. The peculiarity of this school is that it educates mostly African American and Hispanic pupils, who make up 90% and 9% of the population, respectively. The teacher-to-student ratio, on average, is 1:15, as in most schools (Penn Elementary School). Another peculiarity is that most students have grades far below the state average, which indicates their limited knowledge.
Lesson Structure and Teaching Methods
According to Piaget, the developmental stage addressed during the observed class is the concrete operational stage. The teacher has 15 years of experience teaching at this school and is considered competent and effective. The literature lesson I observed was dedicated to the novel Bridge to Terribithia. The lesson was conducted in accordance with thematic planning. The educational goal of the lesson was to develop expressive reading skills, including the ability to analyze text, express one’s point of view, and draw conclusions.
The lesson aimed to determine the novel’s conflict and draw character sketches of the main protagonists. To achieve the goals and successfully solve the tasks, the teacher chose the structure of the lesson, which included the following elements:
- The teacher’s introductory speech. Setting tasks and explaining how to implement them.
- Analytical reading of the first chapters of Bridge to Terribithia.
- Create character sketches of the protagonists and discuss their differences, exploring the reasons behind them.
- Concluding the material read and the discussion of the chapters. Consolidation of the learned material where students answer questions written on the blackboard.
- Summing up the lesson and grading.
The time allotted for all stages of the lesson was used rationally. The structural elements of the lesson were interconnected, all stages were observed, and a logical transition was made from one stage to another. The teacher employed methods that stimulated learning by creating an emotional experience and fostering cognitive interest. The frontal, group, and individual methods of work were used in the lesson.
Different types of speech activities were employed, such as speaking and reading. The work was conducted in cooperation with the teacher, who directed the students to be independent and foster their cognitive and creative activities. The content of the lesson material was personality-oriented and accessible. According to Slavin (2018), this teacher exhibited the characteristics of an intentional teacher, doing her best to create a classroom environment that fosters effective student learning.
An interactive whiteboard was successfully used as an effective teaching tool in the lesson. A multimedia presentation with visual and speech support enabled the practical and valuable use of time in the lesson and sparked interest in the subject. Based on factual material, students learned to make generalizations and conclusions. The selected lesson material promoted students’ interest in the author’s personality and the novel. The material was presented in a logical and consistent manner. Using various methods and techniques in the lesson allowed the teacher to evaluate each student’s work, allowing them to debate and analyze the novel.
Classroom Management and Student Engagement
No deviant behavior was observed during the lesson. The teacher used the authority style to ensure the children did not misbehave. The children listened attentively to the teacher and took turns answering her questions.
Moreover, the teacher alternated and changed activities to keep the children from getting bored. Thus, in the middle part of the lesson, she used a demonstrator style, showing the presentation, and closer to the end of the lesson, the teacher employed the facilitator style. Students were encouraged to ask questions about the book to gain a comprehensive understanding of the novel.
The chosen teaching styles fostered learning by maintaining students’ discipline, enhancing their working capacity, and promoting activity in the classroom. The teacher created a favorable psychological atmosphere to ensure students’ efficiency in the classroom. The students participated actively and showed clear interest in the subject. The group activities offered by the teacher enabled the students to work in groups and interact with one another. They learned to think, express their opinions, and respect the opinions of those who speak out.
The teacher must focus on the level of training and speech abilities of students and use a differentiated approach. The level of feedback differed depending on the students’ abilities. Thus, Hispanic students struggling with English received more attention from the teacher, who attempted to explain complex words to them and help them articulate their ideas. The teacher employed positive reinforcement, encouraging students to speak and express their opinions, saying they had clever thoughts and expressed them beautifully.
Student Motivation and Learning Outcomes
The students had intrinsic motivation, as they were genuinely interested in what they read and discussed. The teacher employed motivational strategies, including establishing high expectations and clear goals, as well as promoting a growth mindset among the students. A selection of lesson materials had both theoretical and practical significance. There were no deviations from the lesson plan. The work was practical, and there was no overload of children.
I was impressed with the teacher’s learning style and believed the students received a good learning experience. The teacher successfully expanded and deepened students’ understanding of the topic raised in the novel; the work was done with interest. The analyzed lesson can be considered not only a source of literary knowledge but also a lesson of moral education. The analytical work done by students in response to the teacher’s prompts fitted organically and logically into the context of the lesson. Using various forms of teaching, carefully thought-out methods, and techniques for presenting educational material helped the teacher instill in students an interest in the subject they learned.
Among the learning barriers, some Hispanic students struggled to express themselves in English. However, in each case, the teacher was supportive and created an environment of cooperation for each student during the lesson. Thus, the teacher promoted students’ ability to collaborate, hear each other, consider the opinions of others, and justify their answers.
The teacher was highly effective because the chosen approach allowed the students to develop communicative, regulatory, and cognitive competencies. The change in activities and the work organization provided high efficiency in the lesson. As a teacher, I would alternate activities differently, starting with students’ questions and then trying to answer them together after discussing the novel. When teaching a health lesson as a school nurse, I will adopt an authoritative approach to ensure students take my words seriously, enabling them to effectively resolve health-related issues later on.
References
Penn Elementary School. Great!Schools. Web.
Slavin, R. (2018). Educational Psychology: Theory and Practice. (12th Ed.) Pearson Education.