Yet, she barely has enough time to cover the homework and present the new material. The teacher analyzes her teaching performance using a videotape. Self-analysis of the videotape reveals a startling observation regarding her allocation of class time. She notices that she spends almost twenty-five minutes, nearly the first half of the period, covering homework. More important, she observes that many of the students are off-task and passive while she does the problems on the board.
Professional development includes reading professional journals and collaborating with colleagues.
Mary calls Delores Laco, a ninth-grade teacher and colleague. She asks Delores's opinion about changing their homework-review techniques this fall. Delores tells Mary about a recent journal article that she has read during the summer. Mary says that she will read the article. They agree to discuss alternatives for covering homework when they meet during the in-service days the last week in August.