Evaluating the teaching practices of middle school mathematics teachers: classroom observations

Abstract:
The aim of this descriptive study is to explore the extent
to which Hail city middle school mathematics teachers
practice effective teaching. This study was implemented over
the period of 1st to 31st January 2019, when 48 lessons were
observed, two lessons for each of the 12 teachers, by two
observers: the author and a trained teacher. The results
conclude that effective teaching related to ‘assessment and
evaluation’, ‘clarity of instruction’, ‘classroom management’,
and ‘instructional skills’ was practiced at moderate levels. The
results also reveal that effective teaching relating to
‘classroom climate’ and ‘differentiation and inclusion’ was
practiced at weak levels. In addition, effective teaching related
to ‘promoting active learning’ and ‘developing metacognitive
skills’ were practiced at an extremely weak level. The
implications of this study are discussed.
Key words: Classroom observation, mathematics teachers,
middle school students, effective teaching practices