EDUC 350 Field Notes- Chapter 3 Setting and Maintaining High Expectations

No Opt Out During one of Mr. Duddleys lessons he wanted to review some of the
homework problems so he picked a few students and gave them each a problem
to go put all the work and the answers up on the board. These students werent
allowed say no and they werent allowed to opt out of doing the problems. If
they didnt do the homework they had the opportunity to talk to their neighbor
or Mr. Duddley to get help in solving the problem, but they that was their
responsibility to do so that they could get all of the work and the answer up on
the board for the rest of the class to see. Only then would Mr. Duddley go over
the problems and answers with the class to check for correctness.
Right is Right Mr. Duddley uses this method quite often in his classroom. In one instance the
class was working on a homework assignment and as they were reviewing it
Mr. Duddley was randomly calling on students to write up their answers on the
board. One student had rounded incorrectly in his answer and instead of just
saying the answer was close enough, Mr. Duddley made the student go back
and check his work reminding him to check his rounding as he went. The
student worked out the entire problem again and found his error and when he
put the correct answer on the board then he was able to move on to his next
assignment. Instead of settling with a close answering or asking another student
for the correct answer,
Mr. Duddley made the student work the problem out and give the full correct
answer.
Stretch It Another lesson that Mr. Duddley taught had to do factoring binomials so they
began with problems like x^2-18x+81 and they did a whole worksheet with
questions like this. They had worked two class periods on this topic and the
students had worked through a homework assignment on it. Halfway through
the second-class period it became apparent to Mr. Duddley that the class had a
real understanding of this topic and had mastered these types of questions so he
started giving the class harder questions to work on. These harder questions
had a numeral before the x which added another step in the problem-solving
sequence. An example of a question that they moved to was: 36x^2+84x+49. It
was obviously harder for the students to solve these types of questions because
they went from solving problems in a couple of minutes to taking upwards of 5
minutes and ultimately needing Mr. Duddleys help
Format Matters Mr. Bono does this in sort of an informal way. As the book says we want our
students to be able to communicate with us in a way that shows the worthiness
of their idea. One way Mr. Bono does this is be encouraging his students to
share their more realistic thoughts and ideas rather than their more radical ones.
When they say things that are sensible it gives their ideas way more credit than
when they jump to the most extreme idea. When they do say extreme things
Mr. Bono always corrects them or disagrees with them.
Without Apology The boat project is a prime example of how Mr. Bono teaches without apology.
The class only had two class periods to complete this project and it was a big
project, but instead of apologizing to the class for the rigor of the project he
encouraged them to keep working. He talked about how effective teamwork
would pull the project together quicker and instead of apologizing he gave
them hints as to how to move the project along quicker.
Below, please explain two of your examples and how they were utilized to maintain high
expectations of the students work, answers, etc.

1. Right is Right maintains high expectations of student work and answers because it

conditions them to realize that there is one correct answer. A partial answer wont suffice,

they actually have to give a complete and correct answer. There isnt such a thing as

close enough, but what will be accepted is the exact answer that is being seeked like in

Mr. Duddleys class. Mr. Duddley demonstrated to his class that there was one correct

answer to the math problem. One decimal place off counted the answer as wrong because

right is right and they werent looking for close enough.

2. Without Apology maintains high expectations of student work in Mr. Bonos class

because he is giving his students a tight timeline to finish the boat project and he realizes

that, but he isnt changing it because he knows his students are capable of finishing the

project in two class periods. He expected his students to work effectively in groups to

pull this project together which they ended up doing because this was the first year that

Mr. Bono had both groups finish and sail their ships. The students were able to embrace

this project because they already knew Mr. Bono had high expectations for them.