BSD

Reflections on Teaching Sample

Presented is a 10 minute video highlighting a 40 minute class on the weeks
Parashah given as a guest-teacher to the fourth grade at Bnot Yaakov in Great Neck,
New York. Reflections on the teaching sample are provided below the video.
The class opens with an introduction of myself and of Rabbi Dr. Chaim Feuerman,
who was observing me teach. This was done especially to make the students feel
that they are not the ones being observed, and therefore more comfortable in their
own learning environment.
The learning goal was articulated to the students at the beginning of the class to
provide a context for the subsequent learning that would take place. In my own
regular classes, the learning goal is always clearly displayed on the board for the
students to see. Here however, the learning goal was merely stated and could have
been further developed at the inception of the class, also bolstered by a check for
understanding. Nevertheless, the learning goal was repeated several times in the
duration of the class, and clearly indicated on the note-taking guide provided, that
the students were able to really internalize the learning goal for that lesson.
The learning activities started with a short lesson on the Parashah (which was
partially shown in the video) accompanied with a note-taking guide which simplified
and gave structure to the learning that was taking place. The note-taking guide also
lets students know what essential questions they will be expected to know, and
helps them actively search for, engage with, and analyze the content that belongs
in the guide. Next, students were instructed to divide into assigned chavrutas to
discuss and exchange what they learned and continue to fill in the note-taking guide
in case they missed anything thus far. Here, the groups were selected by student
proximity to keep the learning session smooth, however, with students whose
readiness levels I am more familiar with, I would have created a heterogeneous
group by pairing a more advanced student with a weaker student (since studies
show that both tutor and tutee benefit from such a learning arrangement). The time
frame for the chavruta session was stated (although in my regular class we also
have a timer that is clearly visible and audible to the entire class) and used a raised
hand signal to indicate when the session was over and bring the class back to
decorum. Students were instructed to use indoor voices and demonstrated how by
my voice intonation. When the groups were in session, a MBWA (monitor by walking
around) was conducted to ensure that students are progressing properly with the
class content. When a student was seen to have finished early, I employed her to
join a weaker group to keep her engaged and also to help them with the material.
Once the time was up for the chavruta session, my hand was raised to indicate so,
and most students immediately knew what to do, however, some were slower to do
so. If a check for understanding was done on those directions, a more positive

response would probably have been received. Although not shown on the video, the
chavruta session was followed by a review with much student involvement.
Following the learning activities came a check for understanding for the content
knowledge. The directions were stated clearly, and demonstrate a well thought out
process for checking for understanding. The question was read slowly, carefully,
repeated, and provided a wait time for students to process the question. A check for
understanding was done on the directions for the check for understanding. Once the
questions answer was indicated in unison by all students after the given signal, the
check for understanding was used not only as a formative assessment, but also as a
way to further promote learning. I addressed the students who believed the answer
to be true and also those who thought it to be false and took any questions that
the students may have had. Through the check for understanding, I ensured that
each and every student properly understood what we were learning in class.
After the point where the video concludes, a guided practice was given to the
students in the form of exit cards. The students were also given an independent
practice, to teach the lesson at the Shabbat table (a further reinforcement of what
was already taught), and the note-taking guide would be then collected the
following week as a summative assessment, and then returned to the student.
In general, I demonstrate good energy and enthusiasm in my teaching. There is a
balance of frontal teaching and student centered learning in the classroom,
although I anticipate to integrate even further student centered activities in the
class. My tone and demeanor is pleasant, and lessons and directions are articulate. I
speak slowly and repeat information and directions. I always begin with an
overview of what will occur in the proceeding class before it begins, and constantly
reinforce information along the way to ensure deep student comprehension. I will
not move to the next section until I am sure that each and every student has
grasped the material. My pedagogy calls for slightly challenging the student a step
beyond their current capabilities and provided scaffolding when needed. Further
points that could use improving would be to include more opportunities for student
centered learning, to introduce more dynamism and innovation in certain learning
activities and teaching methods, and also to allow even further time for students to
process what is being taught- this could be done by increasing wait time after
stating points or asking questions and completing further checks for understanding
on the material. Overall, the class was simplified and sequential and genuine
learning had taken place (as indicated by the guided and independent practices!)
The students had very positive feedback and were very excited about the class.
They asked me to come back to teach them again! What a pleasure!