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It was a pleasure to observe your Geometry class 3rd period on Thursday, February
26,
2015.
Your
class
consisted
of
eight
girls
and
six
boys
seated
two
or
three
each
of
six
large
tables,
with
every
student
facing
the
front
of
the
room.
You
greeted
students
cordially
and
asked
them
to
solve
a
complex
figure
you
had
prearranged
on
the
Smartboard,
with
many
students
getting
to
work
even
before
the
second
bell
rang.
By
the
end
of
that
opening
activity,
it
was
already
clear
to
me
that
you
had
carefully
cultivated
a
positive
and
supportive
learning
environment
for
your
students.
Your
students
worked
quietly,
as
per
your
direction,
for
the
first
two
minutes
and,
when
you
then
asked
them
to
compare
solutions
with
their
tablemates,
productive
conversation
and
polite
disagreements
spilled
forth
as
if
from
a
breached
dam.
I
heard
students
rich
discussions,
exchanges
of
approaches
and
techniques,
and
gentle
challenges
to
each
others
logic.
Wonderful!
Throughout
the
lesson,
your
class
of
quite
social
9th
graders
reveled
in
the
frequent
opportunities
for
discussion
afforded
by
your
lesson,
such
as
the
Sage
&
Scribe
protocol
you
used
in
the
last
third
of
the
lesson,
and
yet
they
quieted
down
and
focused
just
as
productively
when
you
called
for
their
sustained
attention.
All
of
this
indicates
your
students
broad
respect
for
you
as
well
as
your
burgeoning
mastery
of
your
craft
as
a
teacher.
Your
lesson
focused
on
arcs,
diameters,
and
chords
in
circles,
and
you
expertly
guided
your
students
through
a
discussion
of
the
many
theorems
covered
in
the
lesson.
Your
explanations
were
connected
to
students
previous
study
and
grounded
in
everyday
examples.
I
appreciated
how
you
referred
to
the
logic
of
indirect
proofs,
proof
techniques
from
congruent
triangles,
and
approaches
for
solving
systems
of
equations
in
your
presentation
of
otherwise
unrelated
skills
and
concepts.
This
kind
of
reinforcement
is
exactly
what
our
standard-level
students
need.
Rather
than
slow
it
down
and
decrease
rigor
for
a
standard-level
course,
you
patiently
and
steadfastly
set
a
high
bar
and
expect
your
students
to
meet
it.
And
they
do.
In
all,
my
observation
of
your
lesson
clearly
showed
your
mastery
of
content
knowledge
and
high
level
of
instructional
effectiveness.
Along
all
three
criteria
of
effective
teaching
specified
by
Newark
Academys
teacher
evaluation
system,
I
would
rate
you
as
highly
effective.
Derek
Kanarek
Chair,
Mathematics
Department