Task Observation of Students
Teaching a class is one thing, but what are your students doing while you teach? In this post, we look at several recorded times on the first day back from fall break, where students were observed as being either on-task or off-task.
The class head count was 25 students in the class on this day. It may be from having a long weekend, but only 15 students had started their warmups at the beginning of class, which is only 60% of the class. Initially, it took about 5 minutes for each student to be prepared to work on their warmups at the start of class. At 10:20, 100% of the class was working in their groups on how to prove that two lines are parallel when there was a transversal present. At the beginning of class, only 60% of students were on task as the other 40% were talking to their neighbors about their 4 day weekend.
In this class time, there were students that listened attentively and were on task, students that didn't want to be in math at that time, and others that went through the motions until Ms. Resourceful was done teaching the lesson and encouraged the students to use the extra time for homework.
In the beginning, the students do a warmup, but most students don't even write anything down until we start going over it as a whole group. Then, homework questions arise and students are more attentive for that portion of the period, because some students didn't understand what a question was asking them to do. The lesson begins and Ms. Resourceful passes out note sheets for the students to take notes on, which most of them do. Toward the end of the lesson, she lets the students work in groups of 3 or 4, which are already picked based on the seating chart, and walks around to find out if the students know what she was talking about in the notes, or if some are struggling. Ms. Resourceful brings back the discussion and I found that there are some students not wanting to listen or take note on what she is saying, because they've checked out after the group has disbanded. Finally, Ms. Resourceful finds out there's extra time between the end of the lesson and when the period is over to have the students start their homework that's due the next day. Most students start on it, but 28% of students don't want to start it, because each one said that they'll do it at home.
Without a lecture from Ms. Resourceful during a warmup, the students are less likely to stay on task and more likely to mess around. When she is in front talking with the students about the lesson and different examples of the concept being taught, most students are usually on task. When students are able to work with each other while Ms. Resourceful walks around the room listening to each conversation, then the students are able to work with each other and are more interested in trying to find solutions to examples given in class. However, when students are encouraged to use up the rest of the class time to start on their homework, students either choose to do their homework or sit there and do nothing. Usually, they do their homework in class so that if there are questions, they can have those answered while they have a teacher around. Some students would rather stay seated and do nothing until the bell rings, which states either the students know what's going on or they're not comfortable doing their homework with their peers.
I think that with some students, the behavior was shown because they had a 4-day weekend and it was their first day back, but their normal behavior is about the same. As a teacher, I would have to keep students engaged in the lesson while I'm in the front of the room by involving them in the conversation, try to not overload the content for the students in each lesson, and have more group time because students learn from peers as well. With these strategies in the classroom, I hope to keep my students on-task when they are in my classroom.
9:50
|
10:12
|
10:20
|
10:35
| |
On-Task
|
15
|
23
|
25
|
18
|
Off-Task
|
10
|
2
|
0
|
7
|
The class head count was 25 students in the class on this day. It may be from having a long weekend, but only 15 students had started their warmups at the beginning of class, which is only 60% of the class. Initially, it took about 5 minutes for each student to be prepared to work on their warmups at the start of class. At 10:20, 100% of the class was working in their groups on how to prove that two lines are parallel when there was a transversal present. At the beginning of class, only 60% of students were on task as the other 40% were talking to their neighbors about their 4 day weekend.
In this class time, there were students that listened attentively and were on task, students that didn't want to be in math at that time, and others that went through the motions until Ms. Resourceful was done teaching the lesson and encouraged the students to use the extra time for homework.
In the beginning, the students do a warmup, but most students don't even write anything down until we start going over it as a whole group. Then, homework questions arise and students are more attentive for that portion of the period, because some students didn't understand what a question was asking them to do. The lesson begins and Ms. Resourceful passes out note sheets for the students to take notes on, which most of them do. Toward the end of the lesson, she lets the students work in groups of 3 or 4, which are already picked based on the seating chart, and walks around to find out if the students know what she was talking about in the notes, or if some are struggling. Ms. Resourceful brings back the discussion and I found that there are some students not wanting to listen or take note on what she is saying, because they've checked out after the group has disbanded. Finally, Ms. Resourceful finds out there's extra time between the end of the lesson and when the period is over to have the students start their homework that's due the next day. Most students start on it, but 28% of students don't want to start it, because each one said that they'll do it at home.
Without a lecture from Ms. Resourceful during a warmup, the students are less likely to stay on task and more likely to mess around. When she is in front talking with the students about the lesson and different examples of the concept being taught, most students are usually on task. When students are able to work with each other while Ms. Resourceful walks around the room listening to each conversation, then the students are able to work with each other and are more interested in trying to find solutions to examples given in class. However, when students are encouraged to use up the rest of the class time to start on their homework, students either choose to do their homework or sit there and do nothing. Usually, they do their homework in class so that if there are questions, they can have those answered while they have a teacher around. Some students would rather stay seated and do nothing until the bell rings, which states either the students know what's going on or they're not comfortable doing their homework with their peers.
I think that with some students, the behavior was shown because they had a 4-day weekend and it was their first day back, but their normal behavior is about the same. As a teacher, I would have to keep students engaged in the lesson while I'm in the front of the room by involving them in the conversation, try to not overload the content for the students in each lesson, and have more group time because students learn from peers as well. With these strategies in the classroom, I hope to keep my students on-task when they are in my classroom.
I like the way that you have thought through why the students are off task at certain times and what the teacher is doing when the students are on task. I also like your observation of how the class starts better when the teacher starts the day with a lesson. I think that having more group work is definitely something that could help keep students on task. Something that is important is how to construct groups so that they do stay on task. Some groups may need more structure than others and I think that if you are able to find that balance then this could be a great way to keep students on task.
ReplyDeleteGreat post! Reading your reflection I noticed you talked about doing more group work and class discussion. I wondered what some possible strategies you might have for students who don't like to participate in either group work or a class discussion. I find this to be the case in my classroom and when students don't participate readily it really brings the whole lesson to a screeching hault. Do you ever observe this happening in your class?
ReplyDeleteThank you for sharing your observations, Kelsey! It is interesting to me that students choose not to do homework in the given time. Do you think more of them just want a break or that they are uncomfortable in front of their peers? Could that be helped by reorganizing some of the groups? Your recognition of the 4 day weekend is important. It could be insightful to do this again mid-week.
ReplyDeleteI think that the students want a cognitive break from their math class when given time in class to do their homework. The groups have since been reorganized by Mr. Hanzy and myself, and there isn’t any change in homework being started in class. The only thing I’ve noticed is the collaboration in groups is a lot better in the sense of giving students one friend that they like to sit by be in their group. They talk a lot more now about math.
Delete