Scribd Logo
Upload

Welcome to Scribd!

  • 154 views

    Case Study MR Smith

    Uploaded by

    api-643332931
    This document contains a case study analysis of a classroom observation of Mr. Smith, a science teacher with 20 years of experience. The observer notes that Mr. Smith has established clear classroom procedures and most students are engaged. However, the observer recommends that Mr. Smith circulate the room more when instructing from the front to ensure all students are on task. The document also discusses how personal biases can influence assumptions made during observations and the importance of viewing teachers with unconditional positive regard.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Case Study MR Smith

    Uploaded by

    api-643332931
    154 views6 pages
    This document contains a case study analysis of a classroom observation of Mr. Smith, a science teacher with 20 years of experience. The observer notes that Mr. Smith has established clear classroom procedures and most students are engaged. However, the observer recommends that Mr. Smith circulate the room more when instructing from the front to ensure all students are on task. The document also discusses how personal biases can influence assumptions made during observations and the importance of viewing teachers with unconditional positive regard.

    Original Title

    case study mr smith

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document contains a case study analysis of a classroom observation of Mr. Smith, a science teacher with 20 years of experience. The observer notes that Mr. Smith has established clear classroom procedures and most students are engaged. However, the observer recommends that Mr. Smith circulate the room more when instructing from the front to ensure all students are on task. The document also discusses how personal biases can influence assumptions made during observations and the importance of viewing teachers with unconditional positive regard.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    154 views6 pages

    Case Study MR Smith

    Uploaded by

    api-643332931
    This document contains a case study analysis of a classroom observation of Mr. Smith, a science teacher with 20 years of experience. The observer notes that Mr. Smith has established clear classroom procedures and most students are engaged. However, the observer recommends that Mr. Smith circulate the room more when instructing from the front to ensure all students are on task. The document also discusses how personal biases can influence assumptions made during observations and the importance of viewing teachers with unconditional positive regard.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    CASE STUDY

    Case Study: Mr. Smith

    Joshua D. Winn

    College of Education, Grand Canyon University

    EAD-530-O501

    Dr. Dawn Johnson

    December 21, 2022


    CASE STUDY

    Part 1

    Overall, it appears that Mr. Smith’s class is engaged and he is confident in his

    curriculum. It appears that he has a good control of his classroom environment as most students

    are actively working. Using Domain 2 of my school’s observation checklist which focuses on

    classroom environment, it appears that Mr. Smith has a positive learning environment, he

    demonstrates an appropriate commitment to his subject matter, and he demonstrates high

    expectations for most students which is reflective in their engagement in the notes. What was not

    observed was whether or not Mr. Smith creates high levels of student energy and demonstrates

    passion for science and whether or not students demonstrate pride in their work and initiate self-

    improvement. Mr. Smith may cultivate these areas in his classroom, they simply were not seen in

    the short time in the classroom.

    My assumption is that Mr. Smith has established classroom norms, expectations, and

    procedures that he enforces. I believe this is evident as the majority of the class is engaged, quiet,

    and doing what is expected of them. I also assume that Mr. Smith is very knowledgeable of his

    content area. His twenty years of experience seem to appear in his thorough, informative

    presentation with appropriate diagrams and infographics that drive home the points being

    conveyed. My final assumption is that Mr. Smith is comfortable in his role as a teacher. His

    behavior and demeanor did not change during the observation. He did not leave his area in the

    front of the room by the computer when the observation began. I believe this is another example

    of his two decades of experience in the classroom.

    There are three questions I would ask Mr. Smith. First, I would ask how he establishes

    classroom norms, expectations, and procedures. I would also ask him how he checks for

    understanding. Does he ask higher order thinking questions during his instruction, or do he
    CASE STUDY

    simply answer questions that are asked of him. Finally, I would ask how he motivates those who

    are not engaged in the lesson to get back on task. For instance, does he call on them from the

    front of the classroom since he instructs from his computer?

    I would commend Mr. Smith on his well-organized presentation. Based on the

    observation, it appears his slides are organized and very detailed which allows students to have

    all the information they need ask they seek to become proficient in the topic or standard being

    covered. My constructive feedback would be around his classroom management style. If he is at

    the podium for the duration of the presentation, he cannot ensure that all students are engaged.

    For example, are students in the back listening to music on their headphones or using their cell

    phone? He would not know if he is not circulating the room. I would encourage him to move

    around more during instruction so he can have a better feel for understanding and hold the

    students who tend to be off task accountable.

    Part 2

    My assumptions were based on visual observation without any understanding of Mr.

    Smith as an individual. An administrator may be able to make better assumptions and inferences

    about a teacher having the knowledge of the teacher’s work ethic and professionalism. For

    example, without any knowledge of Mr. Smith as an individual, I perceive him standing in front

    of the room instructing as lackadaisical, especially for a teacher with two decades of experience.

    However, Mr. Smith might have a health issue that can prevent him from moving around

    comfortably. It takes good communication, interpersonal, and leadership skills to be able to

    know one’s faculty in a way to make a holistic and well-informed assumption during an

    observation.
    CASE STUDY

    This was not the case during one of my observations. It was my second year as a teacher

    under the same administrators. It was the last day before winter break which was an early release

    day. The observation happened during my lunch class which was the longest period of the day.

    My students were working quietly on a paper-based activity while listening to soft holiday jazz

    in the background when my assistant principal entered the room five minutes before lunch. She

    stood in the corner for the last five minutes looking mostly at her iPad with the occasional glance

    around the room. When I left, I had the automated email saying a walkthrough had been

    conducted and to go to Peoplesoft to look at the notes. I was frustrated by the observation in

    general because it felt like a terrible time to conduct a walkthrough. She also marked “area of

    focus” for technological use in the classroom because my Smartboard wasn’t being utilized and

    students were not using their Chromebook. There wasn’t any feedback or follow up from her

    other than the observation notes. She assumed I did not use technology in my classroom when in

    actuality it was one of the rare times my students were not using their Chromebooks (all of my

    classwork is in Google Classroom) and I did not have my Google slides presentation on the

    board. Her assumption was not accurate and my observation notes were not reflective of what

    actually goes on within my classroom.

    If one is not careful, their own personal biases can influence assumptions and judgements

    made during observations. One way I plan to prevent personal biases from influencing my

    assumptions is using a strategy I learned when I was a hospital chaplain. When I was a hospital

    chaplain, my task was to enter into a patient’s room and not allow my beliefs and biases from

    influencing the conversation. I did this by relying on the psychologist Carl Roger’s principle of

    unconditional positive regard. This principle This principle states that nothing someone does or

    says can stop you from viewing them as inherently human and inherently lovable. In my belief
    CASE STUDY

    system, this means I must view all people as the image of God and must show them empathy and

    positive regard was an equal imager bearer. The personal implementation of this principle will

    allow me to keep my personal biases in check as a school leader and provide equal and

    empathetic coaching as an administrator.


    CASE STUDY

    Reference

    Cakerice, S.D. (1991). "Peer coaching and the role of the principal. UNI Scholarworks.

    https://scholarworks.uni.edu/grp/2146.

    Farver, A.R. & Holt, C.R. (2015). Value of Coaching in Building Leadership Capacity of

    Principals in Urban Schools. Education Leadership Review of Doctoral Research, 2(2), 67–76.

    https://files.eric.ed.gov/fulltext/EJ1105730.pdf.

    Guiding Questions for Pre-Observation Discussion. (n.d.).

    https://www.nd.gov/espb/sites/www/files/documents/Guiding%20Questions%20for

    %20Pre-Observation%20Discussion%20fillable.pdf.

    You might also like