Reports on Class Observations.

Class A: - positive class used in experiment.

                In the observation of this class we both found that the teacher taught her class in a positive way. We found that the teacher explained clearly, always had eye contact, related to things students may know more about, worked with individuals who did not understand. We also found that the teacher related to previous work done in the last class. It should be noted that the teacher may have altered their approach as they knew that we  were coming into the class to observeing it, therefore the teacher could have acted in a more positive way towards the students and the teaching.

Class B: - control class used in experiment.

                In the observation of this class we both found that the teacher taught her class in again a positive way but the manner of the class was different. We found that the teacher responded positively to students answers by been enthusiastic and congratulating students who answered the questions correctly. We also found that the teacher explained clearly, repeats what is said by illustrating it on the board, the teacher related to things students may know more about, there was always eye contact, and the teacher was very enthusiastic throughout the whole class. Again the note was made that the teacher was fully aware that we were going to be attending the class for an observation so the teacher may have acted in the manner she did because we were present in the room.

Class C: - negative class used in experiment.

                In the observation of this class we both found that the teacher taught her class in mixed way between positive and negative teaching methods. We found that the teacher responded positively to a student’s answer when the question was taken, although we found that the teacher didn’t listen to students when they wanted to ask a question. We found that the teacher always had eye contact, and sometimes related to things that students knew more about. We did find that the teacher didn’t explain clearly in the class and read through the text without explaining properly. The note was again made that the teacher may have acted in a different manner in her class because the teacher was aware that we were observing her class.

How I thought the class was neither reinforced positively or negatively.

When we went into the control class, it was the second time that we stood up in front of a class and thought a particular topic.  We learnt from our previous mistakes that we made in the negatively reinforced class, so we became better prepared and we had a very detailed class plan that had everything that we were going to teach and what job a person had.  The main reason on how this class turned out to be our control, was due to the fact that we weren’t as enthuastic as we should’ve been, this made the class somewhat negatively reinforced at that time, but we correct it by responding to the students answers – even if they got them wrong, we hinted at the right answer, also when a student got an answer correct we congratulated and praised them.  This made the class positive, which cancelled out the negative reinforcement, which in turn cancelled out the positive reinforcement.  So therefore the control class was neither over – positively or over negatively reinforced, it was in the middle.  The main reason on why this class differed so much than the negative class was the fact that we didn’t try to cover as much of the chapter than we did in the negatively reinforced class.  So, we had more time to explain the topics more clearly and more efficiently.   

                            During the entire class we didn’t stick to the book, we only referred to the specific chapter on separation in it.  Instead of the book, we used posters that we had redone to explain the meaning of the terms and they had diagrams of the experiments that the students would be doing.  They illustrated the things that we were explaining.  We also asked the students questions after we explained a meaning; we also made them guess at a few questions.  While explaining about filtration, we had filtration and chromatography paper and we made them guess at what it does and let them see what they look like.   At the end of the class we gave them out sheets, that had all of the different ways of separation, so that in the future they can use them for revision.                     

How I personally thought of our own lesson for the negative class.

When I went into the class to teach them using negative reinforcement, I was very nerves due to the fact that I had to stand up in front of a whole class and teach them a particular topic for a single class period.  When both of us went into the class to teach, due to the nerves at the start we were disorganised and we would keep fumbling things.  Also, one of the main things that we did to make this class negative was to cover too much of the topic in a single class period, thus we barely explained the topic.

                            We started off the class being negative, because we said that we will start off with them doing a before test - (See appendix ii.)  When they were finished, we immediately explained what a mixture is and we gave a few examples.  I thought that we didn’t explain ‘’what a mixture is’’ clearly and understandable for the students, I think that we didn’t explain it correctly because we kept on asking ourselves in our minds‘’is that right?’; we kept on second doubting ourselves due to the fact that we weren’t used to going into a class and teaching them. 

                              After we explained what a mixture was we started off explaining to them different ways of separating mixture, we explained the experiments that they would do.  I thought that we again didn’t explain the different techniques clearly, because we didn’t refer to things that every student knew about.  Also, because we went into too much detail, we were talking about things that weren’t even in their book, because it was too advanced for a first year - which made the topic seem more difficult than it already was.  Also, we made the students read aloud from the book, and we thought that once a person read the explanation out loud that we only had to explain about the different technique a little bit.  Also, due to the fact that we used the book more than we should, most of the students were inclined to ‘’doodle’’ on their books, look at the pictures/diagrams and read on, than listen to both of us explaining the means of terms.  We had created posters to use in this class, but they didn’t stand out and we not explained clearly enough.  During the class we didn’t have any group work, thus making the students uninterested in the class, also, because we didn’t have any group work in the class I thought that it added to the student’s perception of the level of difficulty the topic was.  During the class we didn’t keep constant eye contact, also we weren’t enthuastic about the topic that we were teaching, and therefore I think that it made the class boring and the class seemed to ‘’drag along.’’ 

                             Although there were many aspects in this class that would immediately make it negatively reinforced, I personally think the main contributing thing that made our class really negatively reinforced was that we didn’t respond positively to the students answers – either if they got the answer completely wrong or were completely right and deserved a prize!

How the class was reinforced positively.

At the being of the positive class, we made the class start out negatively reinforced by saying that we are going to start with a test, the students immediate response was to groan and complain.  But, we corrected it quickly by saying that it didn’t really matter to them personally, and it was for our own benefit and that no one will see the results. 

                             As we began, we sounded enthuastic and confident about the topic that we were going to teach.  We explained clearly what a mixture was and gave a few examples and then we asked the students what they thought mixtures were.  Although, we did get one or two wrong answers, we responded positively and hinted at the correct answer, thus letting them finish off the answer.  When students got an answer completely right we again responded positively and gave them praise.

                             When we began explaining about filtration, we had filter paper with us, that we showed to the students, explaining what it was and how it is used in an experiment.  We used our illustrated posters with the information shortened and simplified, instead of using the book that would distract and confuse the students if they read on.  We also asked the students questions, such as ‘‘what mixture could be filtered.’’  Also, during the explanation of filtration we related to things that the students would know more about.

                             When we began explaining about chromatography, we had two pieces of chromatography paper – one had just a drop of ink on in, while the other one had a drop of ink that had become separated by the water.  We showed the two strips of paper to the students and clearly explained what chromatography does.  We passed the two pieces of paper around to the students, so that they could visible see up close what chromatography does.  During the explanation of chromatography we constantly used the poster or the printed out diagram.  Also, we covered up the meaning of chromatography and asked the students if they could tell us in their own words what chromatography is.  We did this to ensure that the students understood the class.  We constantly asking the students during the class period do they understand what is going on. 

                             Near the end of the class one of us had to talk to the randomly picked focus group and ask them questions, outside the door.  While that was going on, then the other person told the class to get into groups and that they are going to get a little quiz to see if they were listening and that they understood the class.  Also, the students were informed that the group with the most questions correct questions would receive a prize.