S. Anuki Turner
Mathematics and Media Teacher
Performance Manager's comments 2012/2013
Performance Manager's comments 2013/14
Anuki has continued to work on the relationship with her students, which has been very good along the whole school year. When entering her classes, you could see students communicating easily with Anuki and enjoying a collaborative environment. Extensive discussions and idea-sharing happened and a lot of progress has been made in terms of giving a careful thought on how to make concepts accessible to students. Anuki managed a smooth transition of the teacher for an Y12 into 13 class and she confidently moved them towards the completion of the internal assessment and towards their final IB examination. The Y9 shared class has been managed well between Anuki and Vincent, both finding efficient and innovative ideas to work collaboratively.
Anuki continues to be a very creative teacher when using IT and her comprehensive Mock feedback has been used by many teachers in the department.
It has been a pleasure to work with Anuki this year and see her teaching developing accordingly to the whole-school direction.
This was a good year for Anuki. She is thoughtful about each student’s progress and confidently talks about how to direct her teaching to match their needs. Anuki and myself carried an interesting and productive discussion throughout the year about the level of her Year 9 class (the most challenging that she teaches) and how adapt the SoL for that class. Anuki’s initiatives (in terms of her targets) were implemented and results can be seen. Her approach to exam feedback through the use of google forms and spreadsheets was embraced by other members of the department and will be wider embedded next school year.
It’s been nice to work together this year and I am looking forward for another exciting year.
Performance Feedback
Teacher observed: Anuki Turner
Observed by: Daniela Vasile, Head of Department
Class: 10MA208
Date: January 14th, period 3 (13:10 – 15:10)
Observation notes:
AT has started with a revision on transformation of shapes, with the whole class involved in a teacher-led discussion. Five shapes were projected on the board and students answered the teacher’s questions. Students were engaged and the ones answering showed a good understanding of the concepts. The teacher moved the class to the main activity. Students have already cut 24 triangles each during the previous lesson and they worked onto classifying the triangles into groups and discuss on the similarities and differences between the groups. The teacher’s explanations to introduce the task were clear and comprehensive. The activity offered differentiation and encouraged independent learning, as students moved at their own pace through it. The teacher stopped the class at different points to check understanding and her questioning enabled students to form links between different concepts. AT’s questions were both open and closed questions, and she displayed a very strong questioning technique. Students were engaged and liked the task. One girl stated: “it all now makes sense”. Going around the class, DV discussed with more than half of the class. Students remembered to be taught before the concept, but the new way of presenting it made it accessible to them. They now understood. This was the opinion of all students asked.
Post-observation discussion:
DV praised AT for the high quality of this lesson. The teacher’s planning showed creativity, a good understanding of the group and supported students to become independent. Students made sense of the concept; they were engaged and responding well to the teacher. AT’s instructions were clear, she worked at the conceptual level, her relation with the students is good. The on-going assessment was embedded throughout the lesson, with the teacher going around the class and talking to the students. The lesson focus has been reached.