In the analyzed video case of teaching linear measurement, four teacher behaviors indicating her expertise in her student’s developmental stage have been observed. First, the teacher asked if the student knew about the instrument they were to work with during the lesson. Second, she made sure that the student understood the unit of measurement after he answered without stating it. Third, the teacher let the student do his work before straightly explaining the subject. Finally, she did not point out the wrong answer immediately but gave the student a chance to understand what is wrong with his answer. According to this observation, the teacher understands her student’s progress through his developmental stage well.
The teacher’s behaviors indicated in the analyzed video case show her expertise and understanding of working with a student at a specific stage of development. The student in the video was a young child, so the teacher did the right thing since she constantly asked the student questions to see if he understood what was happening in the lesson. Namely, she made sure that the student knew what a ruler is and what units it shows. The teacher also led the student through the lesson by asking various questions to understand his way of thought. In other words, she let the student do some tasks with the rulers without evaluating his answers aloud; instead, she tried to make him understand his mistake. The teacher behaviors described above are essential in teaching because many cognitive processes are not explicitly taught, yet teachers in school can significantly impact them (Morrison et al., 2019). The teacher in the video did excellent work as she was attentive and accurate while explaining linear measurement.
Reference
Morrison, F. J., Kim, M. H., Connor, C. M., & Grammer, J. K. (2019). The causal impact of schooling on children’s development: Lessons for developmental science. Current Directions in Psychological Science, 28(5), 441-449.