Name of Peer: Jagat Singh Dhami Classroom Observed by

Campus: Sahid Smarak College, Kirtipur Puskar Raj Bist

Class: Bachelor Degree (BBS 1st year) University Campus, TU, Kirtipur
Subject: Business Statistics Kathmandu, Nepal
Date of Observation: May 18, 2016 18 May 2016

On Wednesday 18th May, I Observed the mathematics Class at Sahid Smarak College,

Kirtipur. Before entering the classroom I requested permission from my colleague in order to

observe his mathematics class and he consented to me for help in such a task. The class

comprised around 55 students so that I had made a remarkable plan together with the observation

form.

One day before of the day of observation, it was necessary to make new observation

strategy with stipulated guidelines so that I would be successful in order to condense common

pitfalls regarding stipulated indicators of classroom observation form. First, I had zipped through

the curricular goals and objectives more concisely for the purpose of the making this observation

more effective.

In the maiden phase, all students and teacher have engaged in problem-solving that

students had not able to accomplish in the home due to its complexity which was gone up to 5

minutes. Again classroom discussion was fully zeroed in on step by step solving the problems

that were largely proportional and solely allied to the cumulative distribution. It looks like that

students’ role was a problem solver based on the information supplied by the instructor. Thus,

the classroom learning fully adhered to teacher-centred but there was small space for students’

response. The teacher did have a readymade lecture note and he fully abided by the textbooks.

Students were encouraged in order to support their peers in solving problems and like another

discussion.
 The teacher demonstrated the positive facing expression and questions in the classroom

learning in almost all cases such as while addressing contingency questions rose by students

which were supportive of rapport building. He had quite experience dealing with the campus

level students.

As the teacher started to discuss his lesson, I think, the instructor would show his cunning

in keeping a smooth pace throughout the class. And then students were given a chance for coping

down the solution and, in addition, he encouraged students to make their own unique solutions.

He briefly went over how to calculate or manage cumulative distribution table for the given

problem. And in this transition, his teaching style became a framed within that there was no

space for students’ own contribution on the calculating some related problems together with the

instructor.

Overall activities that the instructor used was not so enough for active learning, as well as

heavy reliance on collaborative learning and materials, were a dearth, in fact, not at least

category. Aside from these, I could not comment about the grouping of students and use of

technology because there was no grouping activity at the time I observed; and there was neither

the availability of ICT tools like computer or projector nor the use of other instructional

materials.

What I really liked which I think also kept the students at ease and less anxious, was that

the instructor kept telling the students that within the next week they would be getting a lot of

practice with this. Students stay motivated and less anxious from the beginning if they know

they’ll have time to review new material which I found in almost all observation.