My Microteaching Lessons

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

Observing her classroom was very different from the previous two. I began observing in the beginning of their Geometry topic, which started with basic vocabulary. The strategy the teacher used for the students to help them learn the words was flashcards. She also printed out the notes for the student so they could just focus on the lesson. Before she had them do the flashcards, she asked the class “what words come to mind when you think of geometry?”. I thought this was a great strategy to see where the student overall understanding of a topic was before you even started teaching. She also allowed the student to experiment with making a polygon with two lines because they wanted to try to see if it was possible. Ms.Kennedy also did a lesson on Area and Perimeter of Quadrilaterals where she used real life examples to reinforce the topic. They also played “Simons Says” with different types of angles which is similar to the songs that the preschoolers and first graders did. One last strategy that I observed was the “Cartoon Corner’s” which is when Ms.Kennedy give the students a cartoon in relation to a problem and the students must solve it with a written journal

While student teaching, I planned many small group activities, hands-on science lessons, and math lessons using manipulatives.  I planned for each possible classroom management issue so that I could avoid problems.  For example, when introducing base ten blocks to the first graders, I knew these brand new manipulatives could be a distraction.  To avoid this, I allowed the students to use bellwork time (the first 15 minutes of school) to explore and play with these new math manipulatives.  When the time came for our math lesson that afternoon, I stressed that students had an opportunity to play with the base ten blocks this morning, but now it was time for us to use these as our math tools, not math toys.  Our lesson ended up being a very productive one.

Lesson 1 clip 1 shows the introduction to the lesson, beginning after I welcome students to the classroom, by reviewing coins and their values as a class. After reviewing the Coins PowerPoint, the clip shows the beginning of my explanation for part 1 of the How Much Is Your Name Worth worksheet. The focus learner is wearing a purple sweatshirt in lesson 1. My instruction strayed a little from the lesson plan regarding the check for understanding section. In the lesson plan, at the end of the introduction section I listed to check for understanding before moving on. In the lesson, I did not specifically ask students if they understood the material and were ready to move on, instead I gauged student understanding based on their answers to the

b. The second thing I would liked to have seen done differently would be to have less pdf lessons and more auditory and interactive lessons. There were some lessons that had links and audio but the majority of them didn’t work. Sometimes when I’m reading a lot of new information at once (especially on a computer) I can just be reading words and not actually learning anything at all. Because of this I had to go back and read lessons multiple times (especially in unit 2).

I observed that the students were finding themselves hard to concentrate on the lesson plan and I believe there were couple of reasons why the lesson failed to captivate the interest of the students. One of the reason is because, the activity of watching a movie and answering couple questions lacked the critical thinking process. Also, the students had to watch the same story videos from different websites which just seemed meaningless. The materials were extremely repetitive. Throughout the lesson, students had hard time sitting still and seem to lack interest; their heads were on the desks. Lastly, there were no hooks in the lesson plan to captivate the students that will make them desire to learn the

One thing I wish we could have done differently was make it mandatory to be at the center on time. Every time a late student walked in it made it further difficult to take the attention away from us. Consequently, making me question whether the kids would have acted accordingly had we not been there.

I don’t feel I managed equipment or space well in this lesson. I should have had the paddles out and the balls ready instead of having the students get them out of the ben. However, I do feel that I managed teacher movement well in this lesson. I made sure that I was moving at every moment that way I could accurate feedback to my students. If I had a group of 14 students, I would then break them down into groups of 2 or 4 depending on what sporting we are playing. I would do it this way so that I can see everybody and give appropriate feedback.

Lesson Goal/Objective- Students will be able to demonstrate understanding of the value of money by counting coins, dollars, and using the appropriate money symbols for dollars and cents.

The lesson that I got to observe was Math. Miss. Phillips started on the smartboard with naming shapes and then she asked four to five students to look around the classroom and find the shapes they were naming from the smartboard. One student found an oval and another student had found a square each student found what Miss. Phillips had asked them to find, then all the students had traced in the air with their finger what shapes Miss. Phillips called out. Now she plays the dice game, each number that it lands on the student writes down and then add each number on the dice. Example 2+5= 7 and then she ask the students to show the number on their hands. Miss. Phillips has some actives set up around the room for them to do Math centers, one table has AB Patterns table 2 has ABB patters then at table 3 has number writing 0-5 at the end of the lesson she had the students meet back at the ABC rug and then they played counting to 100 by singing and dancing, a

In the microsystem the school also has a role to play in substance use prevention. This is because the schools is part of the immediate environment of young people and reports have shown that some of the influences of drug use are found within the school environment. The mesosystem then comprises the relation and developments taking place between two or more settings in which the developing person actively participates such as family and school. If the microsystem is not interacting well then young people are at risk of giving in to substance use.

In general, I feel that this lesson was generally successful. The students, for the most part were engaged and thinking about the North East region. During the previous lesson, we discussed that the regions were divided by climate, culture, geography and economy and the students were able to apply those concepts to the lesson. Because they are familiar with this region, because it is our home region, they were able to compare and analyze aspects of this region to the other regions. They determined the climate, culture, economy and geography of this region by activating prior knowledge and sharing what they knew about the

It was outstanding to notice that most of the kids were digesting and understanding much of the lecture so rapidly with interest, which I realistically was not expecting on day one of our encounter. they happened to be inquisitive, the average interval of each learner asking me a question was one minute , with much learned from the scratch and preparation made, I was able to attend everyone in good time and respond to their questions or help them out. The teaching was scheduled to last at least an hour; I completed my first session of the day with them at exactly an hour past. Right after recapping everything, we called it a day. What I could possibly recommend to the school management or administration is to buy more computers to facilitate the optimum learning environment to pupils as well as the

My first perspective about what I thought I was doing while I was teaching was that I was doing a good job. I thought I used a lot of partner time and that I used the wait time well. I like to partner talk in my lessons because I think it helps students form their own ideas and then feel more comfortable about voicing those opinions in the whole groups. So for the micro teaching I probably did quite a bit of partner talk opportunities. I think I had good movement throughout my teaching. I remember moving to the different groups during their experimentation with the seeds. I remember walking around throughout the whole group discussion and throughout my teaching. I think I did a good job at getting to the connection that the sticky seeds will be able to attach themselves to things. I think this went well because the students were able to first experiment and talk about the seeds and then we went into a discussions about the seeds and why it might be helpful for a seed to be sticky.