Today I observed Isabella working with a Year 11 student on area and perimeter. The session was well organised and demonstrated Isabella’s ability to explain mathematical concepts in a clear and engaging way.
One of the strengths of the lesson was Isabella’s ability to break complex problems into smaller and more manageable steps. Rather than jumping straight into formulas, she first ensured the student understood the difference between area and perimeter conceptually. She used simple explanations and diagrams to reinforce the purpose of each calculation, helping the student understand not just how to solve the questions, but why each method was used.
Isabella also made excellent use of the board throughout the session. She carefully drew shapes and labelled dimensions clearly, which provided strong visual support for the student. By working through calculations step by step on the board, she helped the student stay organised and follow the logic behind each solution.
Another positive aspect of the lesson was the way Isabella encouraged participation. She frequently asked the student questions throughout the working process rather than simply completing the questions herself. This kept the student actively engaged and allowed Isabella to check understanding as the lesson progressed.
When the student made mistakes, Isabella responded calmly and used them as teaching opportunities. She guided the student back through the process and helped identify where the misunderstanding had occurred, which created a supportive learning environment and encouraged confidence.
