Teacher Interview
Summary:
On 3/8/13, I interview my cooperating 5th grade teacher at Berewick Elementary School in the CMS district. The interview was based on mathematics assessments and how she uses the results from assessments to help her students. My teacher stated that using visual representations and creating hands-on activities works best with her students. She devotes the entire math block to conceptual development. The practice students receive is based on them constructing knowledge and applying that knowledge to real world problems. The teacher uses informal assessments throughout her lessons. The formal assessments students receive is in the form of worksheets: at the end of lessons and units. The information she receives from these assessments guide further instruction. She forms ability groups using this information as well. The students also take MAP tests throughout the year and my teacher uses this information to target specific areas the students need help in. She creates workshop activities to allow students to work on problem areas.
Reflection:
What were your impressions about the teacher’s attitudes towards teaching math?
My cooperating teacher has a very good attitude towards teaching math. She teaches 2 sessions throughout the day: one to her class and one to another 5th grade class. My teacher has a math degree and is very knowledgeable in math. She definitely shows her enthusiasm for math with her students. She realizes the importance of her students understanding the math concepts and pushes them to construct their own meaning. She uses informal and formal assessments during each lesson; however formal is used much less often. She talks with her students to verify their understanding as well as has them explain their thinking. When she is confident that at least 85% of the students “have it,” she’ll move on. She doesn’t leave the other 15% or so to flounder, she has a TA that she utilizes to help them. She also groups students based on ability levels and her students thrive in these groups. When I was conducting student interviews for a different class, every student I spoke with stated math was their favorite subject. The teacher allows group work, provides real world examples, helps them with visual representations, and allows time for math games. Because of my cooperating teachers’ enthusiasm for math, the majority of her students are at or above grade level.
What is your reaction to the teacher’s comments about assessment?
I wasn’t surprised by any of her comments. My cooperating teacher understands the need for assessments and uses the information gained from them to help her students. She doesn’t scare her students with the importance of the EOG’s but makes sure they understand the math concepts she’s taught throughout the year. She uses the data obtained from MAP tests to determine which areas students need help in. This allows her to create math activities that pinpoint areas her students need more practice in. She doesn’t rely on formal assessments to know if her students understand a concept; she uses what she gets from talking with them during and after lessons/units as well. My teacher sees the value in assessments but doesn’t use that as her only data to verify that her students “get it.” I think that it’s important to not rely on only one source (assessments) to verify that your students understand and can explain mathematical concepts. I learned a lot from listening and watching my cooperating teacher. She has a great attitude towards math and understands her students and their needs.
On 3/8/13, I interview my cooperating 5th grade teacher at Berewick Elementary School in the CMS district. The interview was based on mathematics assessments and how she uses the results from assessments to help her students. My teacher stated that using visual representations and creating hands-on activities works best with her students. She devotes the entire math block to conceptual development. The practice students receive is based on them constructing knowledge and applying that knowledge to real world problems. The teacher uses informal assessments throughout her lessons. The formal assessments students receive is in the form of worksheets: at the end of lessons and units. The information she receives from these assessments guide further instruction. She forms ability groups using this information as well. The students also take MAP tests throughout the year and my teacher uses this information to target specific areas the students need help in. She creates workshop activities to allow students to work on problem areas.
Reflection:
What were your impressions about the teacher’s attitudes towards teaching math?
My cooperating teacher has a very good attitude towards teaching math. She teaches 2 sessions throughout the day: one to her class and one to another 5th grade class. My teacher has a math degree and is very knowledgeable in math. She definitely shows her enthusiasm for math with her students. She realizes the importance of her students understanding the math concepts and pushes them to construct their own meaning. She uses informal and formal assessments during each lesson; however formal is used much less often. She talks with her students to verify their understanding as well as has them explain their thinking. When she is confident that at least 85% of the students “have it,” she’ll move on. She doesn’t leave the other 15% or so to flounder, she has a TA that she utilizes to help them. She also groups students based on ability levels and her students thrive in these groups. When I was conducting student interviews for a different class, every student I spoke with stated math was their favorite subject. The teacher allows group work, provides real world examples, helps them with visual representations, and allows time for math games. Because of my cooperating teachers’ enthusiasm for math, the majority of her students are at or above grade level.
What is your reaction to the teacher’s comments about assessment?
I wasn’t surprised by any of her comments. My cooperating teacher understands the need for assessments and uses the information gained from them to help her students. She doesn’t scare her students with the importance of the EOG’s but makes sure they understand the math concepts she’s taught throughout the year. She uses the data obtained from MAP tests to determine which areas students need help in. This allows her to create math activities that pinpoint areas her students need more practice in. She doesn’t rely on formal assessments to know if her students understand a concept; she uses what she gets from talking with them during and after lessons/units as well. My teacher sees the value in assessments but doesn’t use that as her only data to verify that her students “get it.” I think that it’s important to not rely on only one source (assessments) to verify that your students understand and can explain mathematical concepts. I learned a lot from listening and watching my cooperating teacher. She has a great attitude towards math and understands her students and their needs.