Darius Washington 513 Shaping School Culture Professor Car

Darius Washingtonead 513 Shaping School Cultureprofessor Carlsonoctob

Observe two teachers from the math department during a period of block scheduling influenced by standardized assessments. The focus is on comparing teaching styles in both face-to-face and virtual settings, emphasizing classroom management, student engagement, instructional strategies, and classroom environment. The observation includes a Geometry Honors teacher conducting a warm-up activity and classroom routines in person, contrasted with a virtual Geometry Honors teacher managing online engagement, technology challenges, and student participation. Recommendations are provided for improving virtual instruction, including reinforcing expectations, enhancing student engagement, and utilizing technology effectively to foster an active, student-centered learning environment.

Paper For Above instruction

In contemporary education, fostering a positive school culture and promoting effective teaching practices are crucial for student success. Observing two different teaching environments—one face-to-face and the other virtual—provides valuable insights into how educators can adapt strategies to maintain engagement, discipline, and learning outcomes amid varying circumstances. This paper presents a detailed analysis of two Geometry Honors teachers’ instructional approaches, classroom management techniques, and the implications of their practices for developing a student-centered classroom culture.

The first teacher, a face-to-face Geometry Honors instructor, exemplifies effective classroom routines and instructional clarity. During a transitional period between classes, the teacher began with a warm-up activity using Google Earth to review concepts of corresponding and vertical angles. This activity served as an activator to refresh prior knowledge and prepare students for upcoming content. The teacher’s structured approach, including a tardy bell procedure, attendance, and clear expectations, contributed to a disciplined and focused environment. Throughout the lesson, the teacher engaged in gallery walks, providing continual feedback, and facilitated partner work where students analyzed each other's errors. These strategies fostered collaborative learning, independence, and accountability among students.

The teacher's routine of explicitly communicating behavioral expectations and instructional goals aligns with best practices for creating a nurturing community of learners. This approach encourages student participation, reinforces positive behaviors, and supports a student-centered classroom climate where learners feel empowered to take responsibility for their learning. Such practices are supported by the Professional Standards for Educational Leaders (PSEL, 2015, Standard 5), which stress the importance of cultivating an engaging, respectful, and supportive environment conducive to learning.

Conversely, the second teacher’s virtual environment reflects different instructional challenges and strategies. She begins her class with a lively music-based introduction and personal check-ins, fostering rapport and a welcoming atmosphere. After reviewing objectives and expectations, she directs students to breakout rooms for warm-up activities and monitors their progress via shared screens. Despite her engagement efforts, technical issues such as connectivity problems and background noise hinder the clarity of instruction, requiring her to mute participants and manage the virtual classroom actively.

This virtual setting highlights the need for explicit reinforcement of expectations and technological preparedness. To improve virtual engagement, the teacher could implement additional measures, such as having a designated device logged into the virtual meeting to monitor camera compliance and ensure student accountability. Reinforcing classroom rules at the start of each lesson and establishing consistent procedures can mitigate distractions and promote a focused learning environment. Additionally, integrating active participation tools like individual whiteboards or digital polling can foster greater student involvement and provide real-time feedback, crucial elements in a student-centered approach.

The literature underscores the significance of active student engagement in fostering motivation and academic achievement. Keiler (2018) emphasizes that when students participate actively in the learning process—such as using personal whiteboards to solve problems—they become more responsible for their learning and better retain information. Loveless (2020) advocates for engaging discussions and activities that promote mutual respect, minimize disruptions, and cultivate a classroom community supportive of all learners. Such strategies are essential in virtual settings, where engagement can be more challenging due to technological and environmental barriers.

Implementing these recommendations can transform the virtual classroom into a more dynamic learning space. For instance, requiring students to have personal whiteboards during lessons encourages active participation and continuous formative assessment. When students work collaboratively in breakout rooms, visible work allows the teacher to monitor understanding and provide immediate feedback. Furthermore, establishing clear expectations at the outset and consistently reinforcing them helps in maintaining discipline and focus, essential components of a positive school culture.

From an administrative perspective, supporting teachers in adopting these strategies aligns with the PSEL Standard 6, which emphasizes professional capacity development. Providing targeted professional development, coaching, and collaborative planning opportunities ensures teachers can refine their instructional and classroom management skills. Peer mentoring, especially from exemplars like Teacher #1, can facilitate the dissemination of effective practices across departments and grade levels, fostering a cohesive school culture dedicated to continuous improvement (PSEL, 2015).

In conclusion, the comparative analysis of face-to-face and virtual Geometry Honors instruction reveals key strategies that influence classroom culture and student outcomes. The face-to-face teacher models routines, explicit expectations, and collaborative learning, which cultivate an engaging and respectful environment. The virtual teacher’s efforts to build rapport and manage technology issues demonstrate adaptability but highlight areas for enhancement, such as reinforcing expectations and increasing active participation. Emphasizing technology integration, classroom procedures, and student engagement strategies is vital in adapting to diverse teaching contexts. Ultimately, fostering a community of care and support, combined with ongoing professional development, will allow educators to create optimal learning environments conducive to student success and continuous growth within the school culture.

References

• Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. Journal of Educational Research & Practice, 8(2), 120-134.
• Loveless, B. (2020). Developing a student-centered classroom. National Policy Board for Educational Administration. Retrieved from https://npbea.org
• National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.
• Pianta, R. C., & Hamre, B. K. (2009). Classroom Management and the Development of Student Engagement. The Future of Children, 19(1), 109–133.
• Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
• Anderson, B., & Craig, J. (2014). Classroom Management Strategies for Virtual Learning Environments. Journal of Online Learning and Teaching, 10(3), 442-454.
• Wang, A. I. (2015). The Classroom of the Future: How Emerging Technologies Are Changing Education. Educational Technology, 55(4), 49–59.
• Schlechty, P. C. (2005). Leading for Learning: How to Transform Schools into Learning Organizations. Jossey-Bass.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Theobald, P., & Borden, R. (2011). Creating a Culture of Engagement in Schools. Educational Leadership, 68(6), 40-45.