Today, I observed Thomas with his secondary Maths student, Alice, focusing on revision for an upcoming examination. The lesson involved working through a past examination paper, allowing Alice to identify gaps in certain topics and develop effective strategies to complete multistep questions.
The session began with a focus on factorisation of algebraic fractions, an area that Alice previously encountered, but required further navigation in approaching those questions. Thomas guided her through the process of identifying common factors, factorising algebraic expressions, and simplifying fractions by cancelling common terms. He encouraged Alice to explain her thought process for each question, helping her develop a deeper understanding of the underlying concepts, rather than relying on pure memorisation of protocols.
As the lesson progressed, Thomas and Alice worked through a range of questions from the past paper, including algebraic word problems and probability. Thomas used effective questioning techniques to prompt her thinking and encouraged her to identify suitable strategies independently, before offering support. When mistakes were made, he used them as learning opportunities, guiding Alice through the correction process and helping her recognise where errors have occured.
Throughout the session, Thomas maintained a positive and supportive learning environment. He regularly provided constructive feedback and encouragement, helping Alice stay motivated and engaged,particularly when working through challenging questions. She demonstrated greater confidence and independence in solving questions across multiple mathematical concepts, as the lesson progressed.
This session highlighted the importance of developing both protocl fluency and exam techniques in Maths. By working through past paper questions, Alice was able to identify areas that require further revision while practising the application of mathematical concepts in an exam context. The focus on algebraic fractions reinforced foundational skills required for senior years. Additionally, the session demonstrated how guided questioning and targeted feedback can help students build confidence and improve accuracy.
Tira Rustom