Analytical Response to Video Case Study

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Analytical Response to Video Case Study Introduction The resource analyzed is title “Around the world with maths” for fifth and sixth grade (Australian Institute for Teaching and School Leadership Limited, 2017). As demonstrated in the video, the teacher commences the GR 5/6 extension math class by taking the children through revision of previous mathematical methods and strategies for problem-solving. As evident from the video, the teacher assumes a facilitator's role to support the learners’ independent learning.

The paper presents a detailed analysis of the teaching resource alongside the teacher's strategies to create and maintain a safe, positive learning environment.

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Details of video case Selected Video: Around the world with maths URL: https://www.aitsl.edu.au/tools-resources/resource/around-the-world-with-mathsillustration-of-practice The AITSL video “Around the world with math" targets fifth and Sixth-grade students studying maths. The video features students from Seaforth Primary School located in North Sydney. The school is high profile in the arts and sports and emphasized strong art skills to promote science within the school community (Australian Institute for Teaching and School Leadership Limited, 2017).

The teacher is engaging the students in a math lesson about math solving strategies used a phased approach to avoid making errors. Remarkably, the math lesson is on a virtual journey across the globe as an approach to solving real-world math problems (Australian Institute for Teaching and School Leadership Limited, 2017). She applies real-world examples of a virtual tour around the world to solve math problems. The teacher is serving as a facilitator in the lesson to promote the children’s independent learning. She continuously engages the group of students as she guides them in a verbal exchange of ideas as she takes them through the lesson. To ensure that each learner participates in the address, she allocates them specific roles and asks them questions in turns about the concept being taught (O'Connor et al., 2017). The lesson's conclusion includes a reflection guided by the teacher to reinforce what the students have learned.

The specific actions that the teacher takes include guiding the children to undertake stepby-step problem solving by helping the learners understand the problem and developing a stepby-step approach to solving the problem to avoid making mistakes (Aditomo & Klieme, 2020).

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The students are cooperative and maintain a positive attitude during the lesson. They are enthusiastic about learning and raising their hands to answer questions and provide answers when prompted. The evidence that learning is taking place is indicated by the students making notes, engaging in problem-solving, and answering questions. The children also remain cooperative as the teacher instructs them and is accommodating to peers. The children maintain a warm gesture to the teacher and display excellent accommodation as the teacher walks around the class, engaging the children.

Analytical Reflection of Classroom Management The teacher uses her power and position to take charge of the lesson. As affirmed in Raven's Power Typology model, the bases of power that the teacher applies to include legitimate power as they exercise authority, reward power in terms of appreciating the learners who give feedback, and expert power as they use their knowledge in the problem-solving approach (Lyngstad, 2017). Therefore, the teacher exercises their authority and responsibility to instruct the students and manage the classroom sequence. The teacher demonstrates an understanding of the significant strengths and weaknesses of each learner, The teacher effectively engages the class as a whole and individual students in particular.

The teacher is aware of the ‘big’ students' personalities but allows each student to participate to feel values and appreciated (De Jong, 2019). For example, the teacher divides the students into groups and appoints messengers for each group who serve the group's representatives. The teacher personally engages each group demonstrating how to solve the assigned problem, and encourages the students to proceed with working on the solution. At the end of the lesson, the teacher asks reflection questions to the children to establish what they have learned and gauge

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their understanding of the concepts (Fernet et al., 2014). Further, the teacher engages individual students by posing questions and assigning them turns to respond to the questions.

The teacher also demonstrates a remarkable ability to forge respectful relationships among the students as they engage with peers. The teacher effectively signifies the tasks by illustrating lessons and guiding them to undertake activities. By effectively sequencing actions, the teacher effectively maintains control of the classroom (Wolff et al.,2021). For example, the teacher effectively guides the students to embark on a virtual tour of countries as an approach that resonates with the strategic process of solving math problems.

The teacher supports the well-being of students by exercising good behavior that promotes student well-being. The teacher supports student's participation in the classroom by ensuring that it is an inclusive environment for all students (Rahayuningsih et al., 2020). The teacher creates an impression of adapting to the vast range of different learners in the classroom.

The teacher recognizes the students' differences in abilities and supports a range of students by modifying the challenge and allowing them to create a presentation in different ways depending on the students’ passion and learning preferences. Therefore, students achieve success in their learning by being active listeners who are immersed in the learning process. The students are keen to contribute to the learning process by answering questions and positively responding to the teacher's instructions.

The teacher effectively demonstrates classroom management skills in terms of the classroom or equivalent learning space set-up. The classroom is well organized so that each student can receive instructions effectively. The teacher also guides the children to answer questions in turns and maintains a great sense of engagement where students are given equal opportunities to participate in the lesson.

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Professional Learning Indeed, this teacher’s approach to her classroom aligns with my evolving pedagogical stance. As evident in the lesson, a student-centered approach o learning is essential in facilitating successful instruction. As a teacher, I strive to serve a facilitator's role in the learning process by guiding the students to undertake the lesson by applying a student-centered approach (Emaliana, 2017). The procedure entails allowing student choice and autonomy, using an open-ended question approach, engaging in explicit instruction. The lesson's teacher has demonstrated student collaboration and group projects and encourages student reflection as strategies to promote learning.

The similarities in this teacher's approach and my pedagogy are reflections, question and answer, group activities, and student choice and autonomy to promote the learning process.

However, a difference in terms of pedagogy that I will embrace in my case includes paired learning and the use of formative assessments, which will consist of quizzes and tests that evaluate how the students are learning material throughout a course (Ogange et al., 2018).

From the lesson encounter, I have learned a close link between well-structured teaching programs, respectful teaching practice, and safe, positive, and inclusive learning environments.

All these aspects go hand in hand to facilitate classroom management and achieve positive learning outcomes.

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References Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems.

International Journal of Science Education, 42(4), 504-525.

Australian Institute for Teaching and School Leadership Limited. (2017). Around the world with Maths.https://www.aitsl.edu.au/tools-resources/resource/around-the-world-with-maths De Jong, T. (2019). Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead. Journal of computer assisted learning, 35(2), 153-167.

Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning?. Jurnal Sosial Humaniora (JSH), 10(2), 59-70.

Fernet, C., Lavigne, G. L., Vallerand, R. J., & Austin, S. (2014). Fired up with passion: I

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nvestigating how job autonomy and passion predict burnout at career start in teachers.

Work & Stress, 28(3), 270-288.

Lyngstad, I. (2017). Legitimate, expert and referent power in physical education. Sport, Education and Society, 22(8), 932-942.

O'Connor, C., Michaels, S., Chapin, S., & Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5-13.

Ogange, B., Agak, J., Okelo, K., & Kiprotich, P. (2018). Student perceptions of the effectiveness of formative assessment in an online learning environment. Open Praxis, 10(1), 29-39.

Rahayuningsih, D., Saleh, M., & Fitriati, S. W. (2020). The realization of politeness strategies in EFL teacher-students classroom interaction. English Education Journal, 10(1), 85-93.

Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2021). Classroom management script theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1), 131-148.

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