Characteristics of Teacher Behavior
From what I have observed, Mr. Cushman’s College prep class seems to be managed quite well. Disruptions are met with respect and professionalism. I have yet to see Mr. Cushman get dragged into a student conflict. Everything is handled briefly and efficiently.
1. While investigations are being conducted, is the teacher a fellow investigator?
I have personally been in classes where this sort of thing happens. The teacher takes fifteen minutes to explain a procedure, then sits for forty at their desk grading papers or messing around on their laptop. It seems more prevalent in lab periods, or inquiry type lessons. If the teacher is not a fellow investigator, it is my experience that students view unguided research time as a time to talk to friends and text.
Thankfully, Mr. Cushman did not employ this hands off strategy. He assigned a somewhat vague problem, but was extremely active in going from group to group and increasing student engagement. He didn't just go over and give the answer either, but instead prompted the students to access prior knowledge to come up with a solution.
2. Does the teacher act as a classroom secretary when data needs to be organized for class analysis?
During the lesson, Mr. Cushman went over the homework from the previous night. The students were supposed to copy down Dalton's postulates, and then use them to answer a couple questions from the text. As the postulates were given, Mr. Cushman organized them by placing them on the white board at the front of the room. If students were struggling with the extension questions, he would reference the clearly presented postulates and prompt the correct response.
3. Are new terms introduced only after students have had sufficient direct experience with materials, events, or situations that enable them to comprehend the verbal presentation?
In the case of introducing Dalton's postulates, I can't really say as I wasn't there for the introductary lesson. it seemed however that a portion of the students understood the material. This was demonstrated through answering of convergent questions posed to the class. At the same time though, the students seemed to struggle on a pretty dense class assignment dealing with the material.
It almost seemed as if the basic foundations were sound, but there needed to be a little more instruction before leaping to the assignment.
4. Does the teacher provide additional materials, experiences, or events that enlarge, refine and reinforce the meaning of the previously introduced terms?
In addition to the maintaing an atmosphere of professionalism and respect, Mr. Cushman also excels at relating his material to situations relevant to teenagers. In explaining the conservation of mass, he explained how there is the possibility of the elements that made up Einstein's brain being present in any given student's brain.
Following Dalton's Postulates, Mr. Cushman introduced the mass and charge of the electron. He related the idea of cathode rays, and exlpained how they were found in the computer monitors at the back of the room. To illustrate the deflection that showed the low mass of an electron, he used students in the class as an example. He compared the diffculty in deflecting a young female student to deflecting a New England Patriot player. The latter example was great, as Mr. Cushman has several football players in his class.
5. Does the teacher handle interuptions by calmly, separately, and personally addressing the offending student or students?
During my observations, I have yet to see Mr. Cushman have a problem with student behavior. I think the main reaons for this is because he models, once again, respect and professionalism. It seems he also makes a point to involve the students who might potentially be disruptive. He includes them in examples, and deals with them respectfully before there is an issue.
He mentioned to me privately, that he does not want the kids to fear him. Instead, he wants them to have respect for him. In doing so, he believes that kids will feel they are "letting him down" if they misbehave or underperform. This idea is backed up by a genuine interest, and a level of realness with the students that is admirable. The approach seems to work. The only time I saw any sort of employ of class management was when several students were talking in the back of the room. All it took was Mr. Cushman saying, "Excuse me, Diana is talking." and the students became quiet.
6. Does the teacher appear confident, calm and friendly?
Mr. Cushman seems stern, but understanding. He has the air of someone who could be a hardass, but never has to prove it. Instead he is very outgoing with the students, and takes efforts to know them on a personal level. I have personally witnessed some professors who are sickly sweet and seem extremly fake. Mr. Cushman is not one of these teachers. It seems like the students respect him, and he reciprocates.
In addition, his grasp of content seems very strong.
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