All homework assignments were written on the board for all the students know what is do the next day.
Below you will find a general overview of the class, a crude analysis of reasons for various successes and problems, and finally a more detailed analysis of things to address in this particular class.
Overview The class atmosphere was congenial and the students were actively engaged in discussion.
All the students were exited to answer question with their hands swing in the air.
When I first got to the classroom the desks were in groups and later were moved into rows.
They readily admit to responding to the point-system.
Almost all acknowledge the increased level of pressure on them, yet they seem to find the pressure good, not stifling or oppressive.Each student was given a responsibility in the classroom.I observed an upper level biology class, in which the teacher is applying a combination of collaborative (team-based) learning, problem-solving approaches, discussions on "what-if" scenarios and student-teaching.They had time before class started and before lunch to get out what they might need for the day. They also had a set time for the subjects everyday.The main emphases of the classroom were on reading, writing, and math.She never had to yell at the students for doing wrong or doing badly on work. Even when the students got off track from the question she ask.She would just say that was interesting and go back to the question she started with.Since the school is new the teacher has to adjust to new problems that araise.Times for the subjects and times for using the computer labs change.While students take substantial notes from the reading and in preparing material in small groups, during class discussion they learn more from the dialogue itself and from recurring examples.There is an important "learn-by-doing" component--suggesting that what is learned (if learned) will be more permanent.