Peer observation

 Report

          https://drive.google.com/file/d/1VFWICi516w5jrV9vd7xqDQOc1Wm2x2hh/view?usp=sharing

In- depth reflection of peer observation.

  First visit

Lesson Topic: Introduction to Probability

Class: Grade 8

Resources: Only green board and chalk

Class Profile: Mischievous behavior, majority boys, fewer girls

In the Grade 8 probability lesson, I observed that the teacher made effective use of the limited resources available, especially the green board. The explanations of key terms to be used, such as certain, likely, unlikely, and impossible, were clear and structured. The teacher tried to use question-based engagement, which worked effectively at the beginning.

However, classroom management was a constant challenge because of the mischievous behaviors of students, particularly the boys who sit at the back. The teacher used verbal reminders and movement around the classroom; however, there was still an increase in noise level from time to time. Despite that, the teacher remained very patient and continued guiding the lesson calmly.

The girls participated less and were quieter. Again, the teacher tried to encourage them with directed questions, which is a good practice. Because of a resource limitation, a hands-on activity that had been planned had to be simplified verbally. This limited student engagement to some extent.

All in all, the teacher managed the lesson fairly well, despite some serious behavioral challenges and the absence of digital tools. More explicit behavior expectations and more scaffolded pair or group tasks would be helpful in managing this class in future less.

Second visit

2. Tessellation Lesson – Grade 8

In the lesson on tessellation, he demonstrated very strong board skills, using only the green board to explain the shapes clearly. The introduction using regular shapes provided students with a clear understanding of the concept of tiling the plane. The teacher's neat board drawings accompanied students' note-taking well.

While the class enjoyed drawing the tessellation patterns, the activity also triggered more noise and playful behavior among both sexes, mainly from the boys. This was addressed by the teacher through frequent monitoring, walking around the class, and giving corrective feedback. The girls worked more quietly and carefully, although they participated less verbally. The teacher tried well to circulate and assist individual students. The class could be better supported by giving clearer instructions about activities, expected behavior, and time limits to help minimize the noise level. Despite challenges, the lesson was effective, and students predominantly successfully finished tessellation patterns. The teacher demonstrated commitment and patience and showcased strong content knowledge. There is still room for more balanced student participation and further refinement of behavior management strategies to deal with large groups of energetic learners.