I can see that the teachers intentions are good but her methods don't seem to be effective. It seems like the children are scared to participate because she'll find something wrong with anything they say. She proves this time and time again by micromanaging everything they say.

As a former ELL student myself I can say there is already a component of inadequecy that you feel for not speaking English correctly all the time, and if I had a teacher who fixated on my mistakes I don't think I would want to share either.

This lesson has so much potential, unfortunately the tone, and class culture don't seem to allow the students to experience this activity positively or to its fullest potential. 

NYC DOE Principal rate this ineffective and harmful to children.

This teacher frustrates me. I like some of the techniques she uses, especially roles for the groups and encouraging students to work together instead of blazing ahead by themselves. However, she spends so much time micromanaging the students that she does not allow real investigation to happen. If the students are making good observations about the plant, it's not so important if they finish the worksheet as quickly as the other groups (or at all). Also, if she has to ask for attention so frequently, I wonder if she really has their attention.

I liked the groups, but the teacher could have had more of a gentle aproach and more of an understanding communication standard.

I don't think she has effectively built rapport with her students. She dismissed the cultural knowledge mentioned by two children and was very condescending. I think she could be a more effective teacher if she took time to understand her student's experience with the plant and not focus on her own.