Today I observed Alice working with a Year 6 student on revising division. The lesson was engaging, interactive, and demonstrated Alice’s ability to make mathematics approachable and enjoyable for her student.

One of the standout aspects of the session was Alice’s use of the board. She consistently used it to model working out, demonstrate different methods, and visually represent division problems. This provided the student with a clear reference point and helped break down more challenging questions into manageable steps.

Alice also did an excellent job of making the lesson interactive. Rather than completing all of the working herself, she encouraged the student to come up to the board and write out solutions, draw diagrams, and work through problems independently. This active involvement kept the student engaged and allowed Alice to assess their understanding in real time.

Another strength of the lesson was the positive learning environment Alice created. The student appeared comfortable contributing ideas and attempting questions, even when unsure of the answer. Alice responded with patience and encouragement, helping the student view mistakes as learning opportunities rather than setbacks.

Throughout the lesson, Alice checked for understanding regularly and adjusted her explanations where needed. She gave the student time to think through problems and guided them with questions rather than immediately providing answers. This encouraged independence and helped strengthen the student’s problem solving skills.

Overall, Alice delivered a highly effective revision lesson. Her strong use of board work, interactive teaching style, and supportive approach created an engaging learning environment that encouraged participation and confidence. Observing this session provided valuable insights into how involving students in the learning process can improve both engagement and understanding.

Demetria Koutavas