Posted by **scooby** on Sunday, April 25, 2010 at 5:42pm.

Read the following vignette and identify the factors that threaten the activity flow of the lesson. Once you have identified the problems, explain how you would avoid the problems if you were the teacher.

Here is the story

Mrs. P.waits while her second-grade students take out their fraction circles to begin

the math lesson. When most of the children have placed the circles on their desks,

she begins to remind the class of the work they did on fractions the previous day.

As she explains the tasks they are about to do, she notices that Jack doesn’t have his

circles.

“Jack, where are your circles?”

“I don’t know.”

“This is the third time you don’t have your circles.You didn’t have them last week,

and you had to stay in at recess one day and you also lost free time.What did I tell you

would happen if you lost your circles one more time?”

“You were going to call my mother.”

“That’s right.Now go and write your name on the board while I see if I have an extra

pack for you to use.”

Mrs. P. goes to the supply closet and pulls out a pack of fraction circles for Jack.

She then instructs the class to place the bag of shapes on the top left side of their

desks.

“Take out the blue circle and place it directly in front of you.”She checks to see that

all students have complied.

“Now take out one of the four red pieces and place it on the blue circle. Be careful

not to drop it, and do this without talking to your neighbor.”

Mrs. P. circulates to see if the children are following directions.“Now take out another

red piece and place it on the blue circle.”

The children do so. Mrs. P. then directs them to take out two remaining red pieces

and place them on the blue circle,“one at a time.”

“How many red pieces did you use to cover the blue circle?”

The class responds,“Four.”

“And what is one piece called?”

“One-fourth.”

“I’d like everyone to say it together, please.”

“One-fourth!”

“Did I hear the back table? I want everyone to repeat it with strong voices!”

“ONE-FOURTH!”

“Excellent.Now what are two pieces called?”

“Two-fourths.”

“I still didn’t hear everyone. Let’s hear Rhonda’s table. [Rhonda’s table responds.]

Okay, how about Shakia’s table? [They respond.] And now Reggie’s table. Good.”

As she passes Rob’s desk, she notices a pink slip of paper.“Class, I almost forgot.

Those children who have permission forms for the zoo trip need to give them to me

now, so I can get them to the office.”

Children proceed to hunt through their desks. Several ask permission to go get

their book bags. Once all the slips are collected, Mrs. P. returns to the lesson and goes

on to talk about thirds. She directs the children to put away the red pieces, to take out

the three green pieces, and to cover the blue circle with the green pieces. Mrs. P.

checks that students know each green piece is “one-third.” At the completion of this

activity,Mrs.P. directs the students to put away the fraction circles and to take out their

spelling books.

“Okay, children, turn to page 37 in your spellers and let’s review the words for this

week.Tanya, please read the first word and use it in a sentence.”

As Tanya begins, Mrs. P. interrupts:“I’m sorry, Tanya, but I just realized that I forgot

to tell you all what the math homework is.Everyone, take out your assignment pads and

write down the assignment as I write it on the board.” She takes a piece of chalk and

writes,“Math—page 25, even problems only.” The children copy the assignment. Mrs. P.

scans the room to make sure everyone has written the assignment. When all the children

are done, she directs them to return to their spellers.“All right, now where were

we? Tanya, you were doing number one.” When Tanya finishes, Mrs. P. has the class spell

the word out loud and then moves on to the next word. The class is on the fourth word

when the bell rings for lunch.

“Oh my, I don’t know where the time went. OK, boys and girls, get ready for lunch.

We’ll continue with spelling when you get back.”

this is what i said. any suggestions??

First of all Mrs. P. needs to learn how to stay on task. As we read in the text that Mrs. P. was going around the class to make sure they all knew what the fractions were she noticed a pink slip of paper on her desk. The pink slip of paper is a reminder for a field trip to the zoo. Instead of asking the class for their permission slips during the lesson she should have waited and asked for the permission slips after the lesson. Some students get distracted if someone jumps in and talks about something else. There mind was set on one thing which was the fractions. Secondly Mrs. P. needs to manage her time more. Mrs. P. could have asked the students at the beginning of class if any of them had their permission slips signed in order to go on the zoo field trip. She could have also had the students bring in their permission slips before the start of the school day. Organizing is the key to time management. Teachers often use the motto “a place for everything, and everything in its place.” Here is a list of teacher tested time saving tips. Use a daily planner. If you use a daily planner you can keep all you “to do” lists in there. Another tip is do not try to accomplish difficult tasks when you are tired. A teacher could also allow the students peer-grade or self-grade when it is appropriate. Another great tip is to make a "To-Do" reference sheet for events. For example, you may want to have a list for field trips. Include on the list everything that must be done before, during, and after the trip, then check off as completed. Lastly, Mrs. P. needs to learn how to prioritize time/activities. Here is a list on how to prioritize daily activities for better time management. The first thing to do is write down all the activities you do on each day. The next step is to classify each activity you have completed. Classify them into urgent/important, urgent/not important, not urgent/important, or not urgent/not important. The next would be calculating how much time you are actually spending on the task.