Reem Hisham

H00250869

12B5EPR01

Week 3. Task 3
" Analyzing Classroom
Discourse"

Observe in a classroom, keeping a record that lets you answer

the following questions. Record/write down a list of what is
said for 10 minutes during the CORE/GROUP/ACTIVITY part of
the class:

What proportion of time does the teacher talk?

My MST was center of her class because she talks a lot of time
about 20-30 minutes of 45 minutes (45mins means a time of
one period) in whole class.
o Time the class for 10 min, how many of those minutes is
the teacher talking?

The teacher talk about 7-8 minutes for each 10 minutes and
the rest of the remaining 2-3 minutes is the time for students
to talk e.g. answer teacher's questions or do the activities.

What types of questions does the teacher ask?

Ms. Samiha asked her children some open-ended question and

thinking question of some lessons. Those types of question
teacher used to check students' knowledge and their
understanding of the lesson.
o List all the exact words you hear the teacher uses when
asking questions about the math topic (not review or
procedural questions)

She asked students through her explanation/model to solve

the math problem follows:
1- Which the operation you will use to solve this problem?
2- Show the key words from words problem that you decided
to use this operation?

Reem Hisham

H00250869

3- Who will
steps of
solve math

12B5EPR01
remember me the
the strategy to
problem?

4- How can we check the answer?

What evidence do you see that children have learned some

mathematics?

Through teacher's explanation children answer the teacher's

question correctly.

Showing children works in student's book to the teacher.

Other students show their work by steps in their small white

board.
o What are children saying or doing that shows they
understand a new topic?

In activity time, children work by themselves or in group to

solve the math problems so if they doesn't understand any
type of topic or the main problem. They asked the teacher e.g.
"Ms I didnt understand this problem or can you repeat
explaining this word problem?" and she helps them by
modeling the example or explaining the problem in steps.

How many of the children have an opportunity to talk?

o Are children talking only when the teacher calls on
them?
o Do children talk to partners or in table groups?
o Do children raise their hands to ask questions? What are
they asking?

My MST created her classroom academic environment for

students and provides them an opportunity to talk with the
teacher (ask/answer teacher's questions) or talk with partner
in work group time.

They raise their hand to ask the teacher for example, Ms. why
that happened in this word problem? , How you solved it? Ms. I
didnt understand this step?

In your opinion, is the classroom discourse about important

and new mathematics? Why or why not?

In my opinion, it's very important to have discourse in the

classroom between teacher to students and student to

Reem Hisham

H00250869

students.
children
types of
in different
together with the teacher and discussion
problems.

12B5EPR01
Because that make
discovering more
topics, learn more
ways, think
to try solving math