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.
