No Series: Improving Student Engagement in 8th Grade ELA

Improving Student Engagement in 8th Grade ELA

Lesson Objective: See what it's like for one teacher to go through the evaluation process
Grade 8 / ELA / Teacher Evaluation
27 MIN

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

  1. In the second lesson, are students more engaged?
  2. What could David do to empower the "summarizer" even more?
  3. David cares a lot about his students, but seems frustrated with his/their progress. What suggestions would you give him?

55 Comments

  • Private message to Elizabeth Owonikoko

This video is about student engagement as the teacher tries to engage the students but gid not go as planned. An engaging class should be captivating and should come alive. Get the students actively engaged through activities. Get the student focused on the purpose of the lesson to grab their attention. Do more of asking than telling to get the students engaged. Always remember to use the space of the classroom to make sure students are projecting their voice for everyone to hear. Plan all your lesson and be time conscious. Let the students know what you want them to get out of the lesson.

Recommended (0)
  • Private message to Bridget Burton
I appreciate the transparency. Observations and evaluations are extremely hard on the nerves. It is difficult to have an "experts" watch your every step and every word. I liked the lessons. Well done! He is excellent and those kids are lucky to have such a great teacher
Recommended (3)
  • Private message to Wendall Rogers
The second lesson was better because he focused on correcting the mistakes from the first lesson. He did not have an excellent lesson, but it was a tremendous improvement. He also proved to be coachable.
Recommended (0)
  • Private message to Laurie Flores
Having the summarizer was GREAT !! The students were active participants in the 2nd lesson.
Recommended (0)
  • Private message to Laurie Flores
He did better in the second lesson. He grabs the student's attention by having a summarizer in the class. I like how he used pairing to read a scene and then involved the student with more pairing to discuss what the scene meant.
Recommended (0)

Transcripts

  • AIMING FOR EXCELLENCE
    C/011/004 DAVID PRETTO
    INTRO
    Achieving excellence, the ultimate challenge for any teacher.
    We challenge Middle School English

    AIMING FOR EXCELLENCE
    C/011/004 DAVID PRETTO
    INTRO
    Achieving excellence, the ultimate challenge for any teacher.
    We challenge Middle School English Language Arts teacher, David Pretto, to go from
    giving a good lesson to an excellent one.
    An ELA education expert will observe one lesson, and a teaching coach will fine tune
    David's practice and improve his presentation.
    He then gets three weeks to take on the advice before the education expert comes back
    for the final verdict.
    DAVE
    I DIDN'T ACHIEVE EVERYTHING I WANTED TO DO. AND AS I GOT ABOUT 25, 20
    MINUTES IN I FELT LIKE IT WAS A LITTLE TOO AMBITIOUS.
    TITLE: "Aiming For Excellence"
    "Improving Student Engagement in 8th Grade English Language Arts"
    STORY
    Wagner Middle School is a large, ethnically diverse school in New York City's upper east
    side.
    David Pretto is an 8th grade English Language Arts teacher in his 7th year of teaching.
    He is a National Board certified educator ...
    and one evening a week David is back in the classroom as a student.. .. (UPSOUND)
    studying to become a school administrator.
    DAVE
    I FEEL LIKE I'M A DECENT TEACHER ... I FEEL LIKE THERE ARE PEOPLE IN THIS
    BUILDING, AND PEOPLE OUTSIDE, WHO ARE LIKE LEAPS AND BOUNDS BETTER
    THAN lAM.
    The English department rates his teaching as good ...
    NINA MAUCERI, Assistant Principal:
    DAVE IS THE TYPE OF TEACHER THAT IS EXTREMELY REFLECTIVE AND I THINK
    THAT THAT IS HIS LARGEST STRENGTH. HE'S CONSISTENTLY LOOKING FOR
    WAYS TO IMPROVE HIS CRAFT. HE WANTS HIS STUDENTS TO BE DEEP
    THINKERS.
    ALISSA, student
    I THINK HE'S A GOOD TEACHER BECAUSE WHEN IF YOU DON'T UNDERSTAND
    SOMETHING, HE'LL LIKE SIT THERE AND EXPLAIN IT TO YOU ... BUT THEN, IF
    YOU STILL DON'T UNDERSTAND IT THEN YOU CAN GO AFTER SCHOOL, OR IN
    THE MORNING, TO ASK HIM FOR HELP.
    DAVE
    I FEEL LIKE I'M PROUD TO BE A TEACHER MORE OFTEN THAN I'M NOT PROUD
    TO BE A TEACHER,.DEFINITELY. I REALLY WORK HARD TO MAKE SURE THAT I
    HAVE MORE PROUD DAYS THAN NOT PROUD DAYS.
    PRE-CLASS
    It's ?am on the morning of David's first observation.
    And like most mornings, he is rushing to catch the subway from Brooklyn to Wagner
    Middle School in Manhattan.
    He has a lot on his mind.
    DAVE
    I HOPE EVERYTHING GOES WELL TODAY. I'M KIND OF NERVOUS ABOUT MY
    KIDS, COS THEY WEREN'T GOOD YESTERDAY IN THE AFTERNOON, SO I'M A
    LITTLE NERVOUS ABOUT HOW THEY'RE GOING TO PERFORM.
    (arriving at school)
    With 40 minutes to go to the start of his lesson ... David still has to complete his last
    minute preparations.
    DAVE
    I'M NERVOUS, I'M DEFINITELY NERVOUS ... AND I'M WORRIED ABOUT STUPID
    STUFF, LIKE IF MY PANTS GO ALL THE WAY TO MY SHOES, KNOW WHAT I
    MEAN?
    Renee Cherow-O'Leary is an English Language Arts expert who has overseen the work
    of hundreds of teachers and she will be assessing David's lesson today.
    So, what is Renee looking for in an excellent class?
    RENEE CHEROW-O'LEARY, ELA Expert
    I WILL EXPECT THAT THERE IS A LESSON THAT BUILDS TOWARDS A CLIMAX,
    LIKE A GOOD STORY, A KIND OF DENOUEMENT WHERE EVERYONE IN THE
    CLASS REACHES A POINT OF COMPREHENSION. AND THEN I LOOK FOR HOW
    HE LEADS THEM THERE AND THEN ONCE THEY ARE AT THAT PLACE WHAT HE
    ASKS THEM TO DO WITH THAT INFORMATION.
    Today, David has one lesson to impress our assessor. He's teaching Harper Lee's To
    Kill a Mockingbird ... focusing on the use of symbolism.
    CLASS 1
    He starts the class with a question.
    DAVE
    THE QUESTION IS: "WHO IS MORE QUALIFIED TO TELL YOUR LIFE'S STORY,
    YOU OR SOMEONE WHO KNOWS YOU? EXPLAIN WHY YOU THINK SO. YOU OR
    SOMEONE WHO KNOWS YOU?
    STUDENT 1
    I WOULD SAY ME, BECAUSE SOMEONE WHO KNOWS ME MAY NOT KNOW MY
    WHOLE LIFE STORY.
    STUDENT 2
    I THINK THAT NOBODY LIVES MY LIFE AND THEY ARE NOT WITH ME EVERY
    SECOND OF MY LIFE, SO I KNOW MYSELF THE MOST.
    After a further 5 minutes of small group discussion, David shows his class the opening
    moments of the film adaptation of "To Kill a Mockingbird." He wants the students to
    notice the objects shown in the opening credits.
    (shots of film)
    DAVE
    WHAT'S THE LAST IMAGE THAT WE SEE, BEFORE THIS IMAGE? GENA?
    GENA, student
    A WHISTLE.
    DAVE
    WHAT'S SOMETHING ELSE THAT WE SEE?
    STUDENT
    BEFORE THE PICTURES, THERE WAS A CRAYON.
    DAVE
    YES, SHE WAS DRAWING WITH A CRAYON. AND WE SEE A LOT OF DIFFERENT
    OBJECTS, RIGHT? AND TOM BEFORE MENTIONED THE PENNIES ... SO, WHAT
    WE WANT TO DO IS, WE WANT TO FIGURE OUT WHAT THESE THINGS MEAN.
    AND THAT'S WHAT THE PURPOSE OF TODAY IS, ALRIGHT? AND WE'RE GOING
    TO BE LOOKING AT SYMBOLS. SYMBOLISM, ALRIGHT?
    THERE ARE MANY UNIVERSAL SYMBOLS OUT THERE IN THE WORLD THAT WE
    ALL KNOW WHAT THEY MEAN. LIKE, WHAT DOES THIS MEAN?
    STUDENTS
    STOP
    DAVE
    IT MEANS STOP EVERYWHERE. IT MEANS STOP IN THE STATES, IT MEANS
    STOP IN EUROPE. IT MEANS STOP IN ANTARTICA. IT MEANS STOP
    EVERYWHERE. AND WE ARE ALSO FAMILIAR WITH THIS IMAGE. WITH THIS
    SYMBOL. WHAT IS THIS SYMBOL? WHAT DOES IT SYMBOLISE, EXCUSE ME?
    JOSE? IT SYMBOLIZES LIBERTY. FREEDOM, RIGHT. ANYTHING ELSE? PEACE,
    MAYBE. RIGHT.
    .. . AND LET'S JUST GET A BASIC DEFINITION. IT'S AN OBJECT, A PICTURE, A
    WORD, SOUND, OR ANOTHER THING, THAT REPRESENTS SOMETHING ELSE.
    The class looks at several objects from the book and tries to explain their symbolism ...
    eventually achieving greatest success when interpreting the meaning behind the soap
    carvings.
    STUDENT
    HE'S TRYING TO START OVER WITH THE KIDS. JUST CLEAN, FRESH START. SO
    HE GAVE THEM SOAP.
    DAVE
    ALRIGHT. I LIKE THIS, I LIKE THIS. THIS IS GOOD. THIS IS GETIING CLOSER.
    WE'RE A LOT CLOSER.
    SO, WHAT'S BOO TRYING TO TELL THE KIDS?
    GERARD WHAT DO YOU SAY?
    NOR WHAT DO YOU SAY?
    CAN ANYONE SAY WHAT HE SAID?
    JAMES?
    JAMES. Student
    NOT MAKE MISTAKES THAT WILL AFFECT YOUR LIFE, I GUESS.
    DAVE
    I LIKE THIS. THIS IS DEFINITELY GETTING TO SOME BIGGER MEANINGS.
    BECAUSE THESE ARE MEANINGS ... COMING BACK TO THE IDEA OF THEME.
    THESE ARE MEANINGS THAT WE CAN TAKE AWAY LIKE BIGGER IDEAS ABOUT
    LIFE THAT THE AUTHOR IS TRYING TO GIVE US, RIGHT?
    ANNA, Student
    TODAY I LEARNED THAT IF THERE IS AN OBJECT IN A BOOK TO SEE WHAT THE
    REAL MEANING IS, BECAUSE THERE MIGHT BE A MEANING BEHIND IT THAT
    YOU MIGHT NOT REALIZE.
    JULIAN, Student
    I THINK I LEARNED HOW TO LOOK DEEPER INTO THE BOOKS TO FIND THINGS
    THAT THE AUTHOR MIGHT HAVE PUT IN FOR A REASON, NOT JUST THAT SHE
    PICKED OUT OF A HAT OR SOMETHING, AS MR. PRETTO SAID.
    DAVE
    SO WHAT DID WE DO TODAY? WE TRIED TO INTERPRET SOME SYMBOLS. WE
    WERE LOOKING AT OBJECTS. AND WE WERE LOOKING AT THEM KNOWING IN
    OUR HEAD THAT THEY MEAN SOMETHING ELSE, AND WRITERS DO THIS
    OFTEN. WHAT I WANT YOU TO START LOOKING FOR IN YOUR INDEPENDENT
    READING, AND IN THIS BOOK AS WELL, IS FOR BIGGER MEANINGS BEHIND THE
    OBJECTS AND OTHER KIND OF RANDOM STUFF THAT ARE PUT INTO BOOKS.
    SO, PLEASE PUSH IN YOUR CHAIRS AND HAVE A NICE WEEKEND.
    DAVE
    I THINK I WAS ABLE TO REACH EVERY KID WITH VERY BASIC KNOWLEDGE
    LEVEL CONCEPTS. LIKE I THINK I WAS ABLE TO REACH EVERY KID WITH THE
    IDEA OF WHAT A SYMBOL IS. AND I THINK I WAS ABLE TO REACH THE IDEA
    THAT YOU USE QUESTIONS TO FIGURE OUT WHAT A SYMBOL MEANS, BUT AS
    FAR AS GETTING INTO THE BIGGER IDEAS OF WHAT THE BOOK IS TRYING TO
    TEACH WITH THOSE PARTICULAR SYMBOLS, I DON'T THINK I REACHED EVERY
    KID. NO, I DON'T THINK IT WAS AN EXCELLENT CLASS. IF IT WAS AN EXCELLENT
    CLASS THEY ALL WOULD HAVE GOT IT. IF IT WAS AN EXCELLENT CLASS THEN I
    WOULD HAVE PLANNED FOR ALL THE THINGS THAT HAD HAPPENED. THAT
    WAS DEFINITELY NOT AN EXCELLENT CLASS.
    DEBRIEF 1
    So, how did David do?
    RENEE
    WOULD YOU MIND TELLING ME HOW YOU THINK THE CLASS WENT. IN YOUR
    OWN THOUGHTS.
    DAVE
    I FEEL THAT IT WAS NOT A COMPLETE SUCCESS. I FEEL THAT THE ULTIMATE
    GOAL WAS NOT ACHIEVED.
    RENEE
    I KNOW YOU WANTED TO DO A GOOD ACADEMIC TYPE ... BREAKING DOWN THE
    WORKSHOP MODEL SOME READING, SOME WRITING AND HAVING THEM DO
    NOW ... AT THE SAME TIME I THINK THE CONTENT OF THIS PARTICULAR
    LESSON LEANDED ITSELF TO SOMETHING THAT MIGHT HAVE BEEN MORE
    ENGAGING AND ACTIVE AND DRAMATIC ... IT'S GOT TO BE ALIVE.
    DAVE
    IT'S GOT TO BE A GOOD SHOW.
    RENEE
    IT'S GOT TO BE A GOOD SHOW. A GOOD SHOW THAT CAPTURES THE
    AUDIENCE.
    DAVE
    ARE YOU MAYBE THINKING ABOUT SOMETHING LIKE ROLE PLAYING EVEN, LIKE
    HAVING THE GROUPS ACT IT OUT AND USING THAT. ..
    RENEE
    SO DAVE, WE DID NOT ACHIEVE EXCELLENCE IN THIS CLASS. NEVERTHELESS,
    I THINK THERE ARE SOME THINGS YOU CAN WORK ON THAT I WOULD HIGHLY
    RECOMMEND. THE FIRST WOULD BE, YOU HAVE TO THINK ABOUT A LITTLE
    MORE THE MEANING AND PURPOSE OF THEIR READING THIS BOOK AND WHAT
    YOU ARE HOPING THEY WILL TAKE AWAY FROM THIS BOOK. THE SECOND IS,
    TO GET THEM MORE ACTIVELY ENGAGED. UP AND OUT OF THEIR SEATS,
    DOING, SPEAKING, ENGAGED. AND THE THIRD WOULD BE TO THINK ABOUT
    YOUR TIME MANAGEMENT, THAT IS IN YOUR INTERRUPTION OF YOURSELF
    TODAY IT LOST ITS MOMENTUM. THINK LESS SO MUCH IN TERMS OF THIS
    TASK, NOW THIS TASK, NOW THIS TASK, NOW THIS TASK, WHICH IS VERY
    LINEAR, AND THINK ABOUT IT MORE IN TERMS OF THE FLOW OF THE ACTIVITY
    WHERE ONE BUILDS ON THE OTHER. SO, YOU ARE SCAFFOLDING NOT ONLY
    THE LEARNING BUT THE WAY YOU ARE USING YOUR TIME. SO, THOSE ARE THE
    3 THINGS I WOULD URGE YOU TO DO. .
    THANK YOU.
    COACHING 1
    With David's first observation behind him .... it's now time to bring on the teaching coach.
    To boost David's progress help comes from arts education expert, Carol Fineberg.
    Before David arrives Carol watches his lesson.
    CAROL
    HE DOESN'T REALLY START WITH ANY KIND OF GRABBING. HE DOESN'T GET
    THE KIDS FOCUSED ON HIM AND THE PURPOSE OF THAT SESSION, AND THAT
    CAN HAUNT HIM THROUGHOUT THE CLASS.
    YOU KNOW, HE'S MAKING LOTS OF MISTAKES, BUT THE FACT OF THE MATTER
    IS, HIS NICENESS AND HIS LIKING OF THEM COMES THROUGH.
    So, what coaching tips can Carol give David to help improve his teaching.
    CAROL
    LET'S STOP. WHAT DO YOU THINK?
    DAVE
    I THINK I'M TALKING 100 MILES AN HOUR AND I CAN HARDLY UNDERSTAND
    MYSELF WHAT I'M SAYING.
    CAROL
    AND YOU KNOW WHAT? THAT'S WHAT SLOWS DOWN THE WORK AND EFFECTS
    THE PACING. NOW, IF YOU WERE TO CHANGE YOUR TECHNIQUE FROM
    TELLING TO ASKING, YOU WOULD INCREASE YOUR PACE AND YOU WOULD
    ADDRESS YOUR ISSUE OF OVER TALKING, WHICH WE ALL DO, AND YOU KEEP
    THEM CLOSE TO THE BOOK.
    IF YOU ASKED ME, HOW CAN I END THIS CLASS WITH A BANG, NOT A WHIMPER,
    THANK YOU T.S. ELIOT, THE WHOLE POINT OF OUR CONVERSATION COULD BE
    WRAPPED UP BY A GREAT GIMMICK. HOW ABOUT HAVING A SUMMARIZER OF
    WHAT HAPPENED TODAY? WHAT DID WE DO? WHY DID WE DO IT? HOW DOES
    IT RELATE TO THE BOOK? AND WHERE DOES IT LEAD US NEXT?
    DAVE
    LIKE SOMEONE ELSE DOING IT?
    CAROL
    EXACTLY. THAT'S RIGHT.
    DAVE
    THAT'S AN EXCELLENT IDEA. .. AND SOMETIMES I QUESTION KIDS, WHAT DID
    WE DO? BUT NOT SOMETHING WHERE I SAID, OK, YOU HAVE TO DO THIS. AND
    MAKE SURE THAT YOU ARE ALL READY TO GO.
    AT HOME
    Later that evening David is relaxing at home with his wife Vanessa, and 2 year old
    daughter, Dalia.
    He shares his coaching experience with Vanessa.
    VANESSA
    SO, HOW DID IT GO WITH CAROL TODAY?
    DAVE
    IT WENT REALLY WELL. YOU KNOW, SHE WAS REALLY NICE AND GAVE ME
    VERY HELPFUL TIPS.
    VANESSA
    WHAT WERE THE PROBLEMS?
    DAVE
    I WAS TALKING TOO MUCH, WAS A BIG PROBLEM (LAUGHS). SHE GAVE ME
    SOME LITTLE IDEAS TO KIND OF SPICE IT UP OR TO MAKE IT MORE DRAMATIC.
    DAVE
    JUGGLING BEING A TEACHER, A PARENT, A STUDENT, IS ALMOST IMPOSSIBLE.
    I FEEL I'M SPREAD REALLY THIN. BUT I AM PROUD WHEN I DO SEE KIDS WHEN
    THEY COME BACK OR EVEN AFTER A LESSON WHERE SOMEONE SAYS THAT
    WAS AWESOME, I LEARNED SOMETHING TODAY.
    I WANT TO SEE A LESSON GO FROM GOOD TO EXCELLENT. I WOULD BE
    REALLY UPSET, AND WE'LL SEE WHAT HAPPENS, I WOULD BE REALLY UPSET IF
    WE GO THROUGH THIS WHOLE PROCESS AND THEN WE GET TO THE SECOND
    LESSON, AND THEN I IMPLEMENT THE STUFF, AND IT DOESN'T GO RIGHT, AND
    IT'S STILL JUST GOOD OR DECENT.
    IN-BETWEEN ASSESSMENTS
    And David does have his work cut out for him ...
    Facing challenging moments with some of his students ... which he captures in his video
    diary.
    DAVE
    HI. .. IT'S BEEN A COUPLE OF DAYS SINCE I SAW CAROL, AND MY CLASS THAT
    I'LL BE TEACHING THE SECOND LESSON WITH IS FALLING APART A LITTLE BIT. I
    WAS JUST CURSED OUT BY ONE OF THE STUDENTS AND I JUST HAD THREE OF
    THEM WALK OUT ON ME WHILE I WAS SPEAKING TO THEM AFTER SCHOOL. SO,
    THIS IS GOING TO BE TOUGH. WE'LL SEE WHAT HAPPENS.
    David takes this all in his stride and now days before the final assessment, he feels like
    he's making progress.
    DAVE
    DON'T WORRY ABOUT WRITING DOWN THE LINES YET. JUST SAY THEM TO
    EACH OTHER WHEN YOU'RE ACTING OUT THE SCENE.
    I'VE ALREADY STARTED NOT JUST HAVE THAT WORKSHOP ROUTINE HAPPEN
    EVERY DAY,. TO BREAK THEM OUT OF THEIR HABITS A LITTLE BIT. AND IT WAS
    EFFECTIVE. AND I'VE TRIED TO ENTHUSE MORE FUN .... THE ENGAGEMENT WAS
    UP AND I WAS SEEING A LOT MORE RESULTS.
    He's taken Carol's advice to assign a lesson summarizer.
    DAVE
    IS SOMEONE WILLING TO BE THE SUMMARIZER? SOMEONE TO SAY THAT
    WE'VE HIT ON ALL THESE GOALS. CATHERINE? WITH 5 MINUTES TO GO WE'LL
    STOP THE LESSON, WE'RE GOING TO COME BACK TO YOU AND GO BACK TO
    THIS CHECK LIST AND SAY, AND YOU'RE GOING TO DECIDE AS
    REPRESENTATIVE OF THIS CLASS, DID WE HIT ALL THESE GOALS, ALRIGHT?
    HERE'RE THE GOALS ....
    YOU SEE IN THEIR FACES, YOU SEE IN THEIR EYES, WALKING IN EXCITED TO
    SEE WHAT'S GOING TO HAPPEN. I SEE A CHANGE IN THE STUDENTS WHERE
    THEY'RE MUCH MORE ENGAGED IN THE LESSONS AND AS LONG AS THEY ARE
    ENGAGED, THE OPPORTUNITY IS THERE FOR THEM TO LEARN .... SO THAT HAS
    BEEN A BIG CHANGE.
    It's days before David's final assessment and we've invited our coach Carol Fineberg
    into the classroom, to take a closer look at his teaching ....
    (CLASS UPSOUND)
    and after the lesson, Carol provides David with some last minute guidance and tips to
    teach an excellent class .... she's impressed with the progress she's seen so far.
    COACHING2
    CAROL
    I NOTICED WONDERFUL INSTANCES OF IMPROVEMENT IN TODAY'S LESSON.
    FOR EXAMPLE, I NOTICED THAT YOU HAD PREPARED VERY WELL WHAT IT WAS
    YOU WERE GOING TO SAY, AND YOU SAID IT. NOW, HERE'S THE OPPOSITE
    PROBLEM, YOU SAID MORE THAN YOU NEEDED TO SAY AND YOU COULD HAVE
    ILICITED FROM THEM THE VERY INFORMATION YOU GAVE TO THEM. AND WHY
    WOULD WE DO THAT? TO GET THEM ENGAGED RIGHT AWAY.
    I HAVE JUST TWO TIPS FOR YOU. ONE HAS TO DO WITH WHERE YOU CAN GET
    THE KIDS ENGAGED QUICKLY ... AND THAT IS TO ASK, DON'T TELL. AND IF YOU
    REMEMBER THAT, YOU WILL HAVE AN OPPORTUNITY TO GIVE THEM MORE
    AND MORE VOICE IN YOUR CLASS.
    DAVE
    I KNOW EXACTLY WHAT YOU MEAN. PLANNING OUT THE QUESTIONS AND THEN
    ASKING THE QUESTIONS WILL LEAD THEM TO THE ANSWERS I WANT THEM TO
    SAY.
    CAROL
    I ALSO NOTICED THAT THERE WERE OPPORTUNITIES WHERE THE KIDS SPOKE,
    WE COULDN'T HEAR VERY WELL. IF YOU MOVE AWAY FROM THAT CHILD AND
    THE KID STILL WANTS TO TALK TO YOU, BUT THEY'VE GOT TO PROJECT THEIR
    VOICE. SO, THE SECOND TIP THAT I WOULD MAKE IS TO USE THE SPACE OF
    THE ROOM ... USE THE GEOGRAPHY.
    DAVE
    SO, IT'S THE NIGHT BEFORE THE LESSON, THE SECOND LESSON WITH RENEE,
    AND I'M REALLY NERVOUS, AND I'VE BEEN NERVOUS ABOUT THIS IN THE TIME
    BETWEEN THE FIRST LESSON AND NOW. WORKING WITH CAROL HAS BEEN A
    HUGE HELP AND I'VE ACTUALLY REVISED THE LESSON AGAIN TO SCALE IT
    BACK MORE, AND MAKE IT MORE MANAGEABLE. I WANT TO COME OUT
    TOMORROW WITH HER SAYING, YES, THAT WAS AN EXCELLENT LESSON.
    CLASS 2
    It's the day of David's final observation.
    After three weeks of preparation he's ready to face Renee again and meet the
    challenge.
    DAVE
    I THINK IT'S DEFINITELY SET UP TO BE AN EXCELLENT CLASS. ALL OF THIS IS
    EXCELLENT. EXECUTION IS A TOTALLY DIFFERENT THING, YOU KNOW WHAT I
    MEAN?
    Renee Cherow O'Leary is back .... our English Language Arts expert is ready to closely
    watch what David has learned and make her final assessment.
    So, with 3 weeks of practice behind him can David improve and reach his goal by
    teaching an excellent class?
    DAVE
    TODAY I'D LIKE TO START OFF WITH THE END OF YESTERDAY'S LESSON,
    WHICH CATHERINE SUMMARIZED OUR GOALS. SO, CATHERINE, IF YOU COULD
    DO US A FAVOR AND HOP UP TO THE BOARD AND JUST GO THROUGH REAL
    QUICK WHAT WE DID YESTERDAY.
    CATHERINE
    WE MADE TEXT TO SELF CONNECTIONS, FROM OUR LIFE, WE DID THAT. ..
    David picks another student to outline the goals for today's lesson on To Kill A
    Mockingbird ...
    DAVE
    I'M GOING TO CALL YOU UP AGAIN AT THE END OF THE LESSON AND YOU WILL
    GO THROUGH TO MAKE SURE, AND SAY WHETHER OR NOT WE HIT ALL OF
    THEM. OK? ALRIGHT, THANKS.
    I'VE TAKEN SCENES FROM THE MOVIE THAT ALSO EXIST IN THE BOOK. WE'RE
    GOING TO READ THAT SCENE, READ THE SCREENPLAY AND THEN MAKE A
    DECISION FOR OURSELVES, COME UP WITH A THEORY. WHAT'S THE REAL
    PURPOSE BEHIND THE SCENE.
    David models the assignment with one of his students ...
    DAVE
    SO SAM, LET'S READ THROUGH THE QUESTIONS REALLY QUICKLY.
    (Sam reads)
    the class then start the exercise.
    OK, SO LET'S STAND UP .. ..
    (students reading to each other from scenes)
    XAVIER, Student
    11 38 I FELT MORE ENGAGED IN CLASS TODAY BECAUSE WE GOT TO
    PARTICIPATE TOGETHER, INSTEAD OF SEPARATELY.
    ANNA, Student
    TODAY'S CLASS WAS BETTER THAN BEFORE'S BECAUSE TODAY WE WERE
    MORE INTERACTIVE. BY BEING INTERACTIVE, SOMEHOW WE PAY MORE
    ATTENTION AND THEN WE STILL HAVE FUN, AND THAT GOT US IN THE MOOD
    TO DO WORK,
    The students now try to get to the purpose of the scenes they've worked on by noting
    the differences between the book and screenplay ... and answering David's prepared
    questions.
    DAVE
    WHAT SCENE DO YOU HAVE? MALIK, HOW WOULD YOU DESCRIBE THE SCENE?
    WHAT HAPPENS IN THE SCENE? MALIK, REMEMBER, YOU'RE OUR
    SUMMARIZER. YOU NEED TO MAKE SURE YOU HIT THE GOALS. THAT MEANS
    THAT YOU NEED TO HIT THE GOALS.
    CAN I JUST INTERRUPT VERY BRIEFLY. SO, BEING MINDFUL OF TIME, IT'S 12:20
    RIGHT NOW AND OUR CLASS ENDS IN ABOUT 5 MINUTES. SO, BEFORE MALIK
    COMES UP AND SUMMARIZES FOR US WE WANT TO MAKE SURE THAT WE
    COME UP WITH A THEORY OF WHAT THE PURPOSE OF THIS SCENE IS. TAKE A
    COUPLE OF MINUTES WITH YOUR PARTNERS AND COME UP WITH A THEORY.
    WE'VE GOT OUR FINAL 2 MINUTES AND WANT TO GET TO OUR SUMMARIZER. IF
    WE CAN JUST PAY ATTENTION TO MALIK.
    JULIAN, Student
    HE STARTED TO GET PEOPLE TO SAY WHAT WE'VE BEEN DOING AT THE END
    OF THE CLASS. IT HELPS YOU ESTABLISH WHAT THE ACTUAL GOALS ARE, SO
    YOU'RE NOT UNSURE AT ANY POINT OR ANYTHING, SO YOU KNOW EXACTLY
    WHAT YOU'RE SUPPOSED TO DO AND WHEN YOU'RE SUPPOSED TO DO IT.
    DAVE
    WAS ANYONE ABLE TO COME UP WITH WHAT THEY THINK THE MEANING OF
    THAT SCENE WAS? IF YOU DO, PLEASE STAND UP.
    CATHERINE, Student
    WE HAD SCENE 2. WE THOUGHT IT WAS ATTICUS COMPROMISING.
    STUDENT
    THE AUTHOR WANTED TO TEACH US COMPROMISE.
    DAVE
    EXCELLENT. THANK YOU.
    AMBER, TABITHA, I SAW YOU JUMPING UP REAL QUICK. DO YOU WANT TO
    QUICKLY SHARE WHAT YOU THOUGHT THE PURPOSE OF YOUR SCENE WAS?
    STUDENT
    THE PURPOSE OF OUR SCENE WAS TO ACCEPT PEOPLE FOR WHO THEY ARE.
    DAVE
    EXCELLENT.
    SO, YOU GUYS DID A FANTASTIC JOB TODAY. HOLD ON TO THESE SCENES
    BECAUSE WE'LL CONTINUE WORKING WITH THEM.
    ANNA, Student
    I THINK MR PRETTO BECAME A BETTER TEACHER IN THE LAST WEEKS, JUST
    BY US GETTING MORE INTO THE BOOK AND DOING DIFFERENT THINGS LIKE
    COMPARING WITH THE MOVIE, LIKE THAT WAS DIFFERENT THAN ANY OTHER
    CLASS THAT I'VE DONE.
    DAVE
    GOOD. NOT EXACTLY HOW I WROTE IT UP? IT WENT GOOD. I'M NOT SURE IF IT
    WAS EXCELLENT. I HOPE IT WAS.
    So, what did Renne think?
    DEBRIEF 2
    RENEE
    SO DAVE, THANK YOU VERY VERY MUCH FOR LETTING ME WATCH THIS CLASS.
    I THINK THIS CLASS HAD A FULLER SENSE OF ENERGY, STUDENT
    INVOLVEMENT, AND A REAL SENSE OF WHERE YOU WANTED TO GO. AND THE
    STUDENTS UNDERSTOOD THAT. HOW DID YOU THINK IT WENT?
    DAVE
    I DON'T. .. I MEAN ... THE LESSON, IN PARTICULAR, WAS NOT COMPLETE. I DIDN'T
    FINISH THE LESSON. I GOT CONCERNED ABOUT TIME. I LOST 8 PLUS MINUTES
    AT THE BEGINNING WITH THE TRANSITION BETWEEN CLASSES.
    RENEE
    IT WAS APPARENT THAT YOU HAD AMBITIOUS PLANS THAT COULD NOT BE
    HANDLED IN THAT TIME PERIOD. THEY ARE STILL CONFUSED ABOUT THE
    NECESSITIES OF EACH FORM. THAT IS THAT A NOVEL DOES THIS, THAT A
    SCREENPLAY DOES THIS. THEY'RE TWO DIFFERENT TYPES OF TEXT. YOU
    READ THE DIFFERENTLY. THAT ALONE COULD HAVE BEEN A WHOLE LESSON.
    DAVE
    I REALLY TRIED TO ADDRESS THE PACING AND I REALLY TRIED TO ADDRESS
    THE ENGAGEMENT. I REALLY TRIED TO ADDRESS THE CLEAR DIRECT GOALS,
    AND WHEN I WAS GOING THROUGH IT I FELT LIKE I DID AND THEN, LIKE I WAS
    TALKING ABOUT BEFORE THE LESSON HAPPENED, YOU KNOW WHAT, THIS
    HAS THE POTENTIAL TO BE EXCELLENT AND, BUT THERE ARE STILL THINGS
    THAT COULD HAPPEN. AND NOT ONLY DID THINGS HAPPEN, BUT ALSO THE
    PLAN ITSELF WAS STILL, LIKE YOU'RE SAYING, IT WAS STILL TOO AMBITIOUS.
    RENEE
    WELL, IT'S STRENGTHS WERE THAT YOU HAD A SUMMARIZER, TWO
    SUMMARIZERS, AND I THINK THAT FORCES THEM TO PAY MORE ATTENTION. IT
    STRUCTURED THE LESSON BOTH IN THE BEGINNING AND THE END. AND IT
    REMINDED THEM OF WHAT THEY HAD TO DO. I THOUGHT THAT WAS GREAT AS
    A WAY TO START. HAVING THEM STAND AND READ ALOUD AND HAVE A
    PARTNER ALSO WORKED, I THINK, TO AT LEAST KEEP THEIR EYES ON TASK
    AND YOU CAN'T BE SOMEWHERE ELSE IF YOU'RE HAVING TO READ AND
    LISTEN.
    SO DAVE, IN LOOKING AT THE THREE POINTS I HAD MENTIONED IN OUR LAST
    SESSION: PACING AND GOAL SETTING, AND STUDENT ENGAGEMENT, I REALLY
    FEEL THAT YOU MADE PROGRESS IN ALL THREE. I WOULD SAY THIS WAS NOT
    YET AN EXCELLENT CLASS BECAUSE THERE IS STILL MORE TO THINK ABOUT
    IN TERMS OF TIMING AND USING THEIR ENGAGEMENT A LITTLE MORE
    CONSTRUCTIVELY TOWARD YOUR GOALS. BUT I WOULD SAY, FOR THIS
    LESSON, YOU ARE MOVING WELL PASSED WHERE YOU WERE BEFORE AND
    TOWARDS EXCELLENCE.
    DAVE
    THANK YOU.
    I'M DISAPPOINTED THAT IT WASN'T EXCELLENT. SHE'S ABSOLUTELY RIGHT ON
    ALL THE POINTS. I APPRECIATE HER SAYING THAT I'D MADE AN IMPROVEMENT.
    IT'S HARD, IT'S REALLY HARD TO DO IT. I WISH IT HAD BEEN EXCELLENT. I'M
    NOT DEFEATED. I THINK I GOT A LOT OF POSITIVE THINGS OUT OF THIS
    EXPERIENCE, THAT I DID GROW. I STILL NEED TO WORK ON WHAT'S DOABLE
    FOR MY KIDS IN A SMALL AMOUNT OF TIME.
    I DO SEE MYSELF BECOMING AN EXCELLENT TEACHER. I DO UNDERSTAND
    THAT IT'S JUST ONE LESSON AND I'LL HAVE ANOTHER LESSON TOMORROW,
    AND THE NEXT DAY, AND I'M GOING TO TRY AND MAKE THAT ONE AN
    EXCELLENT LESSON. AND, YOU KNOW, UNFORTUNATELY RENEE WON'T BE
    SITTING IN THE ROOM EVERY SINGLE TIME TO LET ME KNOW IF IT WAS OR
    NOT, BUT I THINK WHEN IT DOES HAPPEN AND CONTINUES TO HAPPEN, I'LL BE
    ABLE TO TELL MYSELF, YES, THAT'S WHAT IT WAS SUPPOSED TO BE.
    --------- end--------

School Details

Jhs 167 Robert F Wagner
220 East 76th Street
New York NY 10021
Population: 1348

Data Provided By:

greatschools

Teachers

David Pretto
6 7 8 / Administrator

Newest

TCH Special
|
42 MIN

Webinar / Distance Learning / Engagement

TCH Special
|
58 MIN

Webinar / Class Culture / Coaching

TCH Special
|
56 MIN

Webinar / Professional Learning / Coaching

TCH Special
|
45 MIN

Webinar / Assessment / Distance Learning

TCHERS' VOICE

Engagement

TCHERS' VOICE

Lesson Planning

TCHERS' VOICE

Engagement