Drexel University

EDUC 540-900
Dr. Sarah Reynolds-Ulrich
Teacher Self-Analysis - 2, All Domains w/Video Lesson (APA 6th)
(Lesson: Finding Percents Using Equations)
James Gammon
March 8, 2016

Abstract
Based on what I have learned, this paper will discuss my student teaching experience assessing
my; 1) planning and preparation; 2) the classroom environment; 3) instructional delivery; and
4) professional responsibil4ities. Many, if not all, of the points of view are my own and are
subject to scrutiny.

Contents
Abstract ......................................................................................................................................................... 2
Planning and Preparation .............................................................................................................................. 4
a) Demonstrating Knowledge of Content and Pedagogy ...................................................................... 4
b) Demonstrating Knowledge of Students ............................................................................................ 4
c) Setting Instructional Outcomes ......................................................................................................... 4
d) Demonstrating Knowledge of Resources .......................................................................................... 4
e) Designing Coherent Instruction ........................................................................................................ 5
f) Designing Student Assessments........................................................................................................ 5
The Classroom Environment ........................................................................................................................ 5
a) Creating an environment of respect and rapport ............................................................................... 5
b) Establishing a culture for learning .................................................................................................... 6
c) Managing classroom procedures ....................................................................................................... 6
d) Managing student behavior ............................................................................................................... 6
e) Organizing physical space ................................................................................................................ 6
Instructional Delivery ................................................................................................................................... 7
a) Communicating with students ........................................................................................................... 7
b) Using questioning discussion technique ........................................................................................... 7
c) Engaging students in learning ........................................................................................................... 7
d) Using assessment in instruction ........................................................................................................ 7
e) Demonstrating flexibility and responsiveness .................................................................................. 7
Professional Responsibilities ........................................................................................................................ 7
a) Reflecting on teaching ...................................................................................................................... 7
b) Maintaining accurate records ............................................................................................................ 8
c) Communicating with families ........................................................................................................... 8
d) Participating in a professional community ........................................................................................ 8
e) Growing and developing professionally ........................................................................................... 8
f) Showing professionalism .................................................................................................................. 8
References ..................................................................................................................................................... 9

Planning and Preparation

a) Demonstrating Knowledge of Content and Pedagogy
Reviewing a particular subject in mathematics is a necessity; therefore I always review for
each class. For this lesson, Finding Percents Using Equations, I reviewed in means and
extremes and isolating the unknown variable. Much of mathematics is the language and students
will always ask What does that mean? Its important for students to know the correct terms and
phasing; so I also reviewed vocabulary relating to the subject. In this lesson, I wanted to know
the meaning: variable, extremes, mean, proportions and percent.
This particular lesson deals with multiplication and division, so I went over different methods
doing both operations, as well as the operations themselves (i.e. adding, subtracting, dividing and
multiplying). I also reviewed the questions and did problems before I taught the lesson.
Danielson mentions smaller components or strands (Danielson, 2013, p. 7) of a lesson that tie
in to the central concept.
While I understand most subjects of mathematics, I am always looking for a new way to
present material so the lesson is clear and concise. Lastly, as part of my review I watch
YouTube videos from Khan Academy associated with the content of my lessons. Both of these
indicators are discussed by Danielson in her book (pg. 7). I rehearsed the lesson Finding
Percents Using Equations more than I do for other lessons because it is not a technique I use to
solve these particular problems. When I wrote the plan I wanted the students to try in-class
assignments with this method on either the odd or even problems on pages 375-376. Then, I
wanted them to do the remaining problems either way they felt comfortable.

b) Demonstrating Knowledge of Students

As I stated in a previous assignment, I review the students scores and group them
accordingly in the class. Knowing my students, their behavior, and learning styles is a major
part of my daily planning. I meet regularly with parents and other departments including often
with those that have (IEPs). For example I have a student in my 7th grade class that has autism
and I have mentioned him before. This is his first year in a main stream classroom. While I pay
close attention to all the students, I look especially hard at him. He was especially quick when
doing the multiplication and division. He told me he enjoyed the class related to extremes and
means and understood method of finding percents using equations but preferred the
extremes and means methods, as did most of the students.
In the readings the author mentions that Childrens backgrounds influence their learning
(Danielson, 2013, p. 11). As I write lesson plans I consider that many of the students dont have
confidence in their mathematical skills. Therefore, I take time to review and offer students the
opportunity to review with me after class and after school. However, for this lesson we didnt
need a lot of review.

c) Setting Instructional Outcomes

I list what the student will learn, from the National Common Core standards (i.e. primes,
factors and multiples), what I expect them to retain and what they can reference later to complete
the basics of any particular problem. For Finding Percents Using Equations I wouldnt use this
technique, but I teach it because those that dont understand extremes and means can use it.
When I wrote the lesson, I discovered that it would be a good technique for a student with poor
division skills.

d) Demonstrating Knowledge of Resources

For this lesson, my resources were aligned with the lesson. In the lesson plan I used a link to
Khan Academy for those students who felt they needed more instruction. The link was aligned

with the Finding Percents Using Equations. The materials we use in class are provided by a
professional organization. When I wrote the lesson plan I used the text as an example to time
and provide the flow of each lesson. At Lame Deer JH/HS our textbooks are from National
Training Network (http://ntnmath.algebraicthinking.com/) and while I like the text for the 8th
grade, largely because it comes with a supplemental for algebra, I am not so crazy about the 7th
grade text, because it doesnt have a supplemental. I subscribe to two website for worksheets
and review them thoroughly before I use them in class. All of these are mentioned by Danielson
as positive indicators (pg. 19).

e) Designing Coherent Instruction

I try to go over my instruction before class and request feedback from the students to ensure
my lessons are clear. This lesson Finding Percents Using Equations has been taught using a
different technique; therefore, the students now have to know technique for one particular
problem, which is the case in most problem solving involving mathematics. I wrote the lesson
for the understanding in mind. A coherent lesson requires that teachers understand the
characteristics of the students they teach and the active nature of student learning (Danielson,
2013, p. 23). My visual assessment during the lesson was positive. They understood this
technique and saw what was easier from them as they solved different problems.

f) Designing Student Assessments

I continually show evidence of informal assessment by asking the students questions and
judging their responses. I assess students as they are performing in-class assignments and with
the homework they turn in. For this class, we did either the odd or even using the technique of
Finding Percents Using Equations
I show evidence of informal assessment by asking the students questions and judging
their responses. The assessments are designed by from National Training Network
(http://ntnmath.algebraicthinking.com/) and are appropriate for the pattern of outcome required
from each student. This lesson was for a 7th grade class with students on a variety of
performance levels. Their assessments are modified for their individual needs as learners.

The Classroom Environment

a) Creating an environment of respect and rapport
I take a personal interest in all the students. I find it important to interact directly with the
students. I feel this shows that I respect and value the students.
For this lesson I set a tone that is polite and in charge, Danielson (pg. 33), letting them know
I am interested and care about them as students. Teachers create an environment of respect and
rapport in the classrooms by the ways they interact with students and by the interactions they
encourage and cultivate among students (Danielson, 2013, p. 33). I greet my students every day
at the door with a friendly yet firm greeting.
On this day, I met my students like I always do in the hallway just outside my door. As they
walked into the room, the Bell Ringer was listed on the board along with the Goals and
Objectives for this lesson, I also had diagrams of the extremes and means both as a fraction
and as a proportion.
I want my students to feel safe, so I stay very calm and polite: Politeness and
encouragement (Danielson, 2013, p. 33) goes a long way. For this lesson we didnt have any
outbursts or commotionit was a quiet class. After I finished my classroom discussion, I
assisted the students one-on-one or within small groups. At each table I was assessing them and
adjusting any reinforcement they needed to understand this lesson. If we are working in groups

and it gets too loud, I take charge of the class and direct them in a different way. Sometimes it
will get loud and they will start to disrupt because they have very little understanding, however
they all seemed to understand this lesson. If they didnt I would have modified. The most I
had to do was provide extra help or slightly modify the assignment (Towbin, 2010, p. 42)
although I did work with some of the students individually, but most understood and completed
the assignment without assistance.

b) Establishing a culture for learning

For this lesson, I had students who were participating in the lesson and I gave them time to
respond. Some of their questions were off task and I corrected them staying on task with the
lesson. I felt we established a culture of learning. I had a tardy student who came into class with
my principal, who was in attendance for the remainder of the lesson. The student who was tardy,
this is a common accordance for her. I have learned not to stop the class, but to correct the
attendance and do it later, even after class. The student also didnt want to sit down and I chose
to temporarily ignore her. What she ended up doing was getting her book and sitting down, even
joining in the lesson in a positive way. This student often looks for negative attention and I have
learned to ignore it. She is actually a good student and understands the material. Ignoring her
behavior inserted my authority and she now identifies me as her teacher: Kids prefer negative
attention because its dramatic efficient, predictable and more obvious than positive attention
(Rappaport & Minahan, 2012, p. 21). Earlier in the week, she blurted out I hate white people.
Again I ignored it. Her behavior is improving and she now speaks in a respectful tone to me.

c) Managing classroom procedures

I try to keep the procedures positive. The class already has a seating assignment so they
came in and started working on the bell ringer while I took attendance. On the day of the
lesson however, half of my class was absent due to school activity. (Note: I go over the bell
ringers on Friday and grade them. They are designed to help the students review past lessons
and count for 10% of the grade.) There were a couple of times during class I had to keep the
questioning on-task, telling the students we would review or address that question later. One of
the things I have implemented is teams in which the students compete for points. Each team has
a captain and the winning team every other week is rewarded. The captains are usually those
students who want the most negative attention, I chose them because I want to give them positive
praise. Its been working and on this day the two teams were silently keeping score.

d) Managing student behavior

For this and all lessons I over prepare, leaving no time for the students to be idle. We are
involved with this lesson from bell to bell.
The assignments for the Finding Percents Using Equations were level with the lesson and I
gave students the choice to do either the odds or the evens and go back and complete the pages
using the technique of their choosing. I felt the students were engaged in the lesson the entire
class period. Clear expectations and clear learning goals were on the board. I moved around the
room as I asked the students questions using cues and other signals to redirect negative behavior.
The only real issues we had in class were a few off-task questions (i.e. what was for lunch?). I
didnt answer the question, but redirected the discussion back to the lesson.

e) Organizing physical space

The physical arrangement of my room reflects both my teaching style and the subject I teach.
Because I am a mathematics teacher I have tables for two students each. When the students get
into groups they can push the tables together larger groups or for group discussions. I did a
chalk and talk, whole group discussion using the podium desk, and then let the students work

in small groups or individually while I went around the room and assisted them in those small
groups.

Instructional Delivery
a) Communicating with students
My delivery of the lesson is clear and insightful. My goals and objectives were on the board along
with a strip broken down in , , and 1. I also listed highlights from a previous lesson of extremes
and means.
My two teams raised their hands and waited for me to call on them for points, right or wrong. We are
still working on that, so during the class I had a few students who blurted out the answers. I deduct points
for each time they dont wait for me to call on them. The students know what is expected of them.
During the lesson I assessed them by asking questions regarding their understanding along the way. The
classroom had the structure of a positive learning environment.

b) Using questioning discussion technique

In the classroom we did examples of problems concerning the lesson. I used the questions from page
374, a previous lesson, and rewrote the examples on the board, using both the previous method and the
method we were learning. I discussed with the students what we were doing and asked if they had any
questions. I broke the class down to work in groups and circulated assisting the groups as necessary. My
assessment of the class and their cognitive understanding was positive. My student with autism doesnt
particularly like working with groups so I checked on him a few times and looked over his work.

c) Engaging students in learning

I started the lesson with a chalk and talk and later asked the students questions in a way that gave
them the opportunity to answer, involving them in the lesson. If I call on a student and they pause I give
them a little bit of time, but I ask the class or a buddy assist. In the past, I have asked the students to go to
the board, but have learned it doesnt work because the students get way off task. Therefore, I avoid this
technique. To allow all students the opportunity to participate I hand out, every week, a 3x 5 cards and
for their teams they ask questions about the lesson or give me a take away they learned from the lesson.
The take away are worth two points and the questions are worth one. The day of the lesson Finding
Percents Using Equations was a small group, I received two take aways that stated they understood
this method and liked it because of they didnt have to do that much division, but they still preferred the
extremes and means method, feeling that was an easier way to understand the full concept.

d) Using assessment in instruction

There was no formal assessment for the classroom lesson the day of my video lesson. I did assess the
students informally as the lesson progressed. I assessed the students with questions and by determining
their answers were at a level that they understood the concept. Not all the students participated in the
lesson by asking questions, but as I circled the room I could tell by their work they understood the goals
and objectives.

e) Demonstrating flexibility and responsiveness

I adjusted the lesson as necessary depending on the responses of the students. If they asked a question or
made a statement that was insightful, I would use the question to enhance learning. Jesse mentioned
the extremes and means techniques and Deno pointed out that we isolate the variable in an equation.
Francis stated the meaning of the percent (out of a hundred or over a hundred). For the most part, the
students were actively following along with the lesson.

Professional Responsibilities
a) Reflecting on teaching
After teaching Finding Percents Using Equations, I wrote that the lesson went well. I received two
take away cards and noted their comments. I will put this away and pull it out the next time I teach this
lesson and develop as a teacher.

b) Maintaining accurate records

All of the students records are maintained in Infinite Campus. On the day I taught Finding Percents
Using Equations, I assessed their grades for classroom participation (10% of their grade) and will go
back and grade their bell ringers (10%), as well as the in-class assignment they completed (25%). As I
stated in a previous assignment, I keep separate notes that are illustrated in the reading as noninstructional (anecdotal notes) for record. I made notes in each of the students records, and went back
and noted the tardy student.

c) Communicating with families

Notes are sent home with students for drastic changes in behavior or grades. Calls are made to parents
when necessary. I have discovered that at least one call home is necessary before handing any particular
issue over the administration. All calls are logged into Infinite Campus, but administration is not
involved unless they request to be or I approach them. We have parent-teacher conferences once every 18
weeks and parents are always welcome in the classroom with the approval of the front office. I had no
behavioral incidents on the day of the lesson other than a tardy student that I noted in Infinite Campus.

d) Participating in a professional community

In the junior high we attend weekly meetings for Montana Behavior Institute (MBI) and a PLC
specifically for the junior high. I also go to some of the PLC meetings at the grade school and have
volunteered to guest speak/teach to anyone of the grade school teachers concerning mathematics. On the
day of the lesson, I had no meetings.

e) Growing and developing professionally

For this lesson I requested assistance from my wife (5th grade teacher) for other possible ways of
completing multiplication and division, it was helpful.

f) Showing professionalism
As a teacher I want to demonstrate leadership within my classroom. I felt I did that for this
lesson. In the classroom on the day of the lesson I did exactly what I do every other day: Treat
the students fairly with the respect they deserve.

References
Danielson, C. (2013). The framework for teaching: Evaluation instrument. San Francisco: Teachscape.
Rappaport, N., & Minahan, J. (2012). Cracking the behavior code. Educational Leadership / October, 1825.
Towbin, J. (2010). When student don't play the game. Educational Leadership / February, 42-45.