Name of Peer: Ganesh Tadi

Campus: Sahid Smarak College, Kirtipur

Class: Bachelor degree
Subject: Business Statistics
Date of Observation: May 22, 2016

On Sunday, May 22, I observed a Bachelor degree Business Statistics Class of my

colleague at Sahid Smarak College, Kirtipur. He granted me permission to observe his Class

Bachelor degree 1st year) that comprised of around 30 students. In fact, I made a democratic

mind map for this job.

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 this topic so that

I had zipped through its contents, curricular objectives comparing with the observation form and

his lesson plan.

The math class, which I observed, the students seating arrangement had been properly

managed so that they could be minimizing peer distractions while the lesson is in progress.

In the maiden phase, all students and teacher were engaged within defining various types of

index numbers such as Fisher’s index number, Pasche’s index number and the like which was

gone up to 12 minutes. For the particular time duration, the instructor introduced new lesson:

calculation of these types of index numbers mentioned as in the question. And classroom

discussion was fully zeroed in on step by step solving the problems that were largely

proportional. It looks like that students’ role was a problem solver based on the information

supplied by the instructor. Other than that, I found that the teacher displayed as well prepared

lesson with good time and task management in every phase of the lesson; the teacher had

exercised a democratic teaching by promoting two-way communications in the classroom. This

helps the sustenance of a good classroom management as it sanctions learners to participate

actively in the learning process.

Besides, I noticed that the question that was posed by the instructor were enough for the

students in order to make the collaborative approach to learning. Similarly, as in the lesson, I

noticed a very enthusiastic preparation form most of the students as they were too excited about

using a computer in their lesson. However, I also noticed some students who act as passive

passengers in the lesson proceed owing to the dearth use of instructional aids.

Overall activities that instructor used was enough for active learning as well as heavy

reliance on collaborative learning but materials were a dearth, in fact, not at least category. Aside

from these, I could not comment on the use of technology because there was neither the use of

ICT tools like computer or projector nor the use of other instructional materials.

What I really liked which I think also kept the students at ease and less anxious, was that

the instructor kept students in motivated and less anxious from the beginning by using deductive

approach only in defining types of index numbers. The mathematical content/problem for

learning should be used in order to develop the three level of Criticality especially from math

classroom learning such as critical thinking, critical thought, and critique (Barnett, 1997) but

what I observed, his teaching was zeroed in on solely critical thought. There was a nice balance

between a teacher’s delivery pace of lesson and students’ activity. The class was finished without

setting home assignment due next day.

Classroom Observed by
Puskar Raj Bist
University Campus, TU, Kirtipur
Kathmandu, Nepal
22 May 2016