Field Blog #1 (Thurs. 10/14)

When the opportunity came to complete ten field hours for this semester, I found myself struggling to figure out where I wanted to observe. As an early childhood education major, it is important that we see all the different subjects as we will most likely be teaching all subjects besides art, music, P.E., etc. However, I still would love to pursue teaching just math specifically someday. Because of that, I chose to observe my former algebra 1 and honors geometry teacher, Michael DiGeronimo, at Chagrin Falls High School. Mr. DiGeronimo graduated in 2014 from John Carroll University with a mathematics degree. After that, he taught for two years at Benedictine, and now five years at Chagrin Falls High School. He has taught algebra 1, geometry (both honors and regular), and probability and statistics here at Chagrin. This year, however, he currently only teaches honors and regular geometry. His class structure is heavily based on different learning methods to help grow his students academically.


  • Students work on end of chapter assignments called Closure Packets
  • Closure packets help student prepare for assessments (almost identical to the actual test)
  • The day before the test, students are given the entire class period to ask questions, do more practice problems, or what ever they need from the Closure Packet.
  • Students worked on different problems relating to the ones that would be on the assessment.
  • Students learned different ways to look at problems that may seem complicated.

As we have discussed in Education 100, the way we seat students is crucial to how they will perform in the classroom. Mr. D’s classroom is a very collaborative style. Students are put into groups of 3 or 4 and they work with that team for the entire chapter. Students work on different problems together during class and then prepare for a team test at the end of the chapter.

Most of the classes were pretty thorough, going through the closure packet and answering any question. His 6th period class was the class that had the most difficulties. Many of the students within that class have IEPs (Individual Education Plans). This required an intervention specialist and a special needs specialist (one of the students has a disability). It was hard to be patient going through each problem with every student, but we did it! We helped the students feel confident and prepar4ed for their upcoming tests!

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