Академический Документы
Профессиональный Документы
Культура Документы
College, Kirtipur with campus supervisor. My colleague granted me permission to observe his
Statistics Class (Bachelor degree 1st year) which comprised of around 30 students.
Before entering into detail about this particular class, it is important to review the requirement
and benchmarks of the subsisting curricular goal and objectives of Business Statistics and his
lesson plan as well as instructional aids and so I zipped through its contents, curricular objectives
As far as his overall goals for the class, he has many. He strives for his students to amend
their mathematical understanding, proving theorems allied to the probability especially Bayes
theorem with accuracy in writing, the ability to draw a concise figure that demystifies the given
statement, the ability to write unified, coherent, and developed proof in terms of various styles.
For this particular class period, his goals were to solve problems by using this theorem. By the
end of the class period, students should understand the implication of Bayes theorem in solving
Within the first 10 minutes of class, students were asked to recall the rudimentary
knowledge that he alluded to one day before. This may be a daily activity for them which are
theorem. To exemplify this, he could not draw any figure or use any instructional aids in order to
eradicate common pitfalls or misunderstanding toward new content. And then students were
given a chance for coping the proof and examples. In this class, the instructor demonstrated his
knowledge on the topic by the way of oral expression with a usual gesture. Overall, the activities
instructor used were enough for engaging the students or interaction but not for enriching the
meaningful learning and even-handed participation in learning owing to the dearth use of
Aside from these, I could not comment about the grouping of students and use of
technology because there was no grouping activity at the time I observed and there was no use of
What I really liked which I think also kept the students at ease and less anxious, was that
the instructor kept telling the students that within the next week they would be getting a lot of
practice with this. Students stay motivated and less anxious from the beginning if they know
they’ll have time to review new material. Owing to the lack of full preparation, he had made a lot
of mistakes but he corrected errors when he felt it was needed. Krashen, one of the theorists I
have studied, believes correction should be minimal in the classroom. He believes it is of some
limited use when the goal is learning, but of no use when the goal is acquisition (Hadley, 2001).
There was not a so nice balance between a teacher’s delivery pace of lesson and students’
activity. There should be a blend of both styles— closed and framed— in my opinion for
meaningful learning of Bayes theorem that contributes to imply it in solving problems. However,
he persuaded the customary approach, since he did not move around the class and so there was
an imbalance between time and task management. This indicates that, as a teacher, he played not
more than one role around the 45 minutes in the classroom learning. This is still considered
teacher-centred. The instructor had such a high calibre for controlling that a huge number of
students within a single class in a more attractive way without using ICT tools and created this
“warmth” in the classroom. The class was dismissed after he handed out the home assignment
Classroom Observed by
Puskar Raj Bist
University Campus, TU, Kirtipur
Kathmandu, Nepal
8 May 2016