Teacher Adz is a sixth grade Math teacher. Though she handles large classes, she makes it a point to prepare her classroom based on the activities that she prepared for the day.

Teacher Adz is a sixth grade Math teacher. Though she handles large classes, she makes it a point to prepare her classroom based on the activities that she prepared for the day. To highlight her competency on managing classroom structure and activities, she

prepared her Math 6 lesson on calculating speed, distance and time, and then turned her classroom into a racing area with multiple

racetracks to ensure understanding of the concept of speed. However, her observer took note of the following.

Will you please take a look at it and help her improve her

strategy?

Observation Note:

“The teacher made sure that the concept of the relationship among time, distance and speed was clear to the learners when she grouped the learners to play with pull back cars on improvised racetracks and assigned them to record the time and the distance travelled. However, the pupils, probably due to overexcitement, were not listening to the teacher’s instructions and that motivation activity alone ate up almost the whole period. Nevertheless, I commend the teacher for preparing such an engaging activity.”

1. Was Teacher Adz able to efficiently manage the:

a. classroom structure?

b. classroom activities?

Why do you say so?

2. What do you think Teacher Adz can do to address this comment from her observer: “However, the pupils, probably due to overexcitement, were not listening to the teacher’s instructions and that motivation activity alone ate up almost the whole period.”?

3. If you were to teach the same lesson, how would you show your skills in managing classroom activities and structure in the classroom? Would you restructure the classroom based on the activities? Would you change the activities based on the structure of the classroom?