Case Study - Mr.

Smith

Jasmine Tolbert

Grand Canyon University

EAD 530 Improving Teacher Performance and Self- Efficacy

Dr. Gary McDaniel

November 4, 2020
 Case Study

When reading this case study, I was able to make several assumptions. The first was that

the classroom culture was strong and that cleared routines and procedures had

been set. My second assumption was that because students were attentively taking notes, the

students were learning and mastering the skill. The last assumption I made was that

since Mr. Smith PowerPoint was informative and engaging, I assumed that his lesson was

aligned to the curriculum and that his daily objective was met before the end of class that day. To

address my first assumption, I would ask Mr. Smith about his classroom procedures and

expectations for students during his lessons. My next question would be focused on how well

students performed at the end of the lesson assessment on his checks for understanding

throughout the lesson. My last set of questions would focus on the unit plan and how the day's

lesson aligned with the state’s standards. I would also ask how he was able to differentiate the

lesson to ensure that all students were able to access the information.

Some positive feedback but I would provide Mr. Smith is that he seemed very

prepared and organized during the lesson. His class was engaged and well managed. 

Some constructive feedback that I would provide him is to push 100% of students to be engaged

rather than the majority of the class. I would also advise him to ask students more questions to

ensure that they are truly grasping the content. 

Reflection

When reading the case study my initial assumption was that because Mr. Smith was

standing at the front of the board instructed the students were in their seats quietly his class was

well managed and that there was also effective teaching and learning going on. I also assumed
that since students were writing, not necessarily taking notes, they were attentively following

along during the lesson. My previous experience as an educator-led me to quickly make these

assumptions because one of the primary ideas that were drilled into my head was classroom

management. The expectation was that when someone walked into my classroom all of my

students were in their seats and that you could hear a pin drop. The focus of many of my initial

observations as a teacher was on my classroom management and not on the content that I

taught. Many times, in my early teaching career it was impressed upon me the importance of

taming my class and getting them under control. I do greatly understand the importance of

a well-managed class, however, I have since learned how to develop that well-managed class

into an engaging hub of instruction.

One particular time and administrator came into my classroom and observed me

working with students in a small group with other groups that were slightly off task. She left me

a very aggressive note stating that my class was unruly and that no learning could be

taking place. I of course took the feedback to heart and was very discouraged. I didn't feel

comfortable or confident enough to push back on the negative feedback so I didn't

say anything. I did however end up showing the most academic growth that quarter even with

my unruly classroom. 

Looking forward, I know that I will be biased towards classes that look and operate the

way mine did. Understanding this I know that I will need to be cognizant of this to ensure

that I am always assuming the best and not putting unfair expectations on my teachers. I will

make sure that my biases are not affecting my coaching process by observing with a

rubric and by focusing feedback on student-centered growth.