Teacher Observation: Fill & Download for Free

“There are no stupid questions on earth,only stupid answers are possible.”said my maths sirStory background…*Maths class**Teacher was teaching factorial concept.*Factorial of n means[math]n!=n(n-1)(n-2)...1 [/math][math][/math][math][/math]eg) 3!= 3×2×1= 6After sir finished teaching,he asked to all students “any questions?”One boy,wanted to ask a question,he raised his hands partially, but as no one was having doubts,so he pulled his hand down,and sat quietly.Teacher observed this and told him to ask the question.“sir can we find factorial of negative numbers?”asked the boy*Whole class started giggling**He felt embarrassed*:(One guy from his back bench said “don't you know it's not possible?haha”*Boy bent his head down and stood silently*And then suddenly,teacher spoke“very good question you raised my boy.You will learn about them in higher classes but as you have asked,I will tell you the formula.”He then a gave a gamma function using which we can find negative factorials.*Whole class went silent and stopped giggling*Then,*Boy turned back towards the guy who laughed on him and replied**Don't you know it's possible?*Don't be shy in asking questions,people may laugh at you initially,but at the end of the day you are the winner.ThanksP.S- that boy who asked the question was meShashank sanehi ☺️Edit 1: some people in the comments are telling it's not possible to find negative factorials,well its true and also false, factorial of some integers can still not be found.here is the video link below,in which it is explained.Thanks :)

For my public school colleagues, it’s student discipline. Administrators are reluctant to exclude any student from the regular education curriculum, for fear of discrimination lawsuits, so teachers are forced to spend a disproportionate amount of time just trying to keep a handful of students under some basic level of control.I saw this firsthand during one of my teacher observations while I was still in college. It was at a public school in a middle class suburb of Chicago. I observed the class for a week. (As part of our education, we had to observe a variety of classes.) This particular class of 30 students had one student who had some sort of behavior disorder. The teacher had been told by the administration that he was not to kick that student out of the class, but, rather, was to record the measures the teacher took to help control the student in the class. The teacher had a full sheet of paper on his podium with two columns. One was labeled “sit down,” and one was labeled “stop talking.” Each time he told this one student to do one of those things, the teacher put a dash in the appropriate column.At the end of the 60-minute class period, there were 78 dashes on that sheet.The teacher told me that that’s how it had been since the beginning of the school year. The other 29 students in the class had their education stymied because of a single student who could not control himself, and a teacher whose administration refused to do anything about it. It was no longer really an English class, but rather an hour-long lesson in frustration.Fortunately for me, I’ve spent most of my career teaching at private schools, where students like that can be more easily removed from the classroom. The hardest part of teaching, for me, is overcoming students’ short attention spans and indifference towards the lessons.I call it the “conveyor belt” mentality. Too many students treat their desks like a conveyor belt, and they’re like a factory worker. Work goes on the desk, the students do it, then the work goes off of the desk. The student then considers their task completed, and takes a break until the next task comes down the belt. What those tasks are, they don’t care. They aren’t there to learn something. They’re there to complete the tasks so they can do something they do care about.

There is a standard procedure in safeguarding policies for just this sort of thing. It may vary from country to country or even school/college to school/college but they are largely consistent. Essentially, a report on any student who is observed to be 'at risk' in any way (whether through teacher observation, self reporting or another student reporting) is passed onto the local safeguarding lead who will then conduct an investigation and consider appropriate action. This applies to self harm, medical issues, mental health issues, domestic or sexual abuse and so on. The process is confidential (only the teacher who wrote the report and the safeguarding lead can read it initially, though it may be passed onto others if necessary such as the police or social services there is generally a good process for that to ensure the person involved is protected).