Reflection On Microteach

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

When they were doing the activity I was watching them how to do the activity. Sometimes I asked them some questions to make sure that they understood completely. I observed all pupils in my group loved to play with the colourful shapes and they separated them in the right circle. This activity was very simple but through that the pupils can recognise the all type of shapes. When we finished Miss B suggested each group should check other group work and they should find if there is any mistake. While my group were checking other groups work I was with them and supported them with explaining more.

This could have been improved if there was an available room that I could of used to take the children participating in the activity into, were I could carry out the interaction without out distractions. Another way of improving this problem is I could have asked used my group interaction by involving the whole class as the group. This would have made all the children feel involved and no distraction would have been made as all the children would have been part of the group activity.

I observed some different things that work and some things that don’t work in a 3k classroom. One activity was that they had a phone drawn on paper and they were expected to write the numbers on the keys. This activity did not go over well and they had a hard time completing the activity. We ended up having to modify the lesson by writing in the numbers and having the students trace them. This still was a little hard for the students, but it worked better. One activity that the teacher entrusted me to do alone, besides teaching my lesson, was asking the children what they wanted to be when the grow up and allowing them to draw it. I really enjoyed doing this activity because it was one of the few times that I actually got to interact with the children

I learned that the assessments given to the students are important and should be done in a very organized manner. It was overwhelming giving all the assessments at once but it was comforting being able to have a partner. It raises the concern on how hectic it might be conducting all the assessments in a class full of students. My favorite were the one-to-one tutoring and the guided reading groups because we got to target the students specific needs and see them progress. The one I would really enjoy incorporating into a classroom is the guided reading groups, you get to help several students at once and help them grow as a

In this class I was able to assist with everything the students did. I helped with craft time where the students would create a craft depending on what the lesson plan was for that week. I helped students utilize their fine motor skills by advocating the individual task of using a glue stick without help, coloring in the lines, and using safety scissors. Each task was focused on the child performing at the best of his or her ability and using praise to promote the task and the child 's ability to perform the task. During story time the students would sit in a circle and either Mrs. Abby or I would read to them while asking questions about the story or about something pertaining to the story. During music time, the students watched educational videos about letters, numbers, colors, and how to count. I saw that the videos kept their attention while also allowing them to dance and sing along. In this type of class setting I was able to contribute to the development and advancement of each child by pouring my knowledge and experience into their lives. Having such a small class was helpful in that I could focus on each child individually to ensure that the students were equally cared for and valued.

As a teacher, I would set up the room and demonstrate an inclusive way of performing a group activity. This involves two steps, identifying and modelling how the child should act during a set activity. For instance during a group activity such, as a ball game, it involves taking turns passing the ball. However, Gemma does not pass the ball and kept the ball to herself.. Initially we identify that the group activity involves taking turns and ask the other child to model the behaviour of the group. The second step of modelling involves the correct actions by passing the ball to other peers when it's their turn.

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

In the module for week two there were several ideas that you can implement in your classroom. For instance you could try the walk and talk discussion strategy. This strategy simply means that the students read a selected piece of literature and have a small-group discussion about teacher-created topics posted around the room. The resources/idea for this strategy includes identifying main ideas and develop 4-5 questions pertaining to the ideas. Afterword’s you type up questions to be printed out and placed around the room. You then should secure large sheets of butcher paper or whiteboard space for the students to write down the groups’ ideas, once this task is completed make sure you have supplied each group with dry erase or regular felt tip pens.

1, Game. Then teacher use game let student talk and play with each different grade, some student found different grade student, some student not, just shake hand with next to them. First grade student just stand there look around. It’s look very shy.I think teacher use this game make everyone warm up, but I think in the different age and large group children may shy or feel uncomfortable, because they has different characteristics.

As I was showing the PowerPoint, I had the students think, pair and share with the person next to them. Once the students had time to discuss with the person next to them, I would have each group share with the entire group. For example, as I was showing real life examples that related to the constitution, I would have the students think, pair and share then give me reasons as to what was wrong in the images. This kept the students actively engaged and actively thinking throughout the entire lesson. During the activity, the students were required to write their own constitution, but worked together as a group to create the constitution. All of the students were actively writing and contributing to group discussions as to what they would add to their constitution. I noticed that after a while, many groups discovered that the school-wide expectations/rules aligned with a constitution. The students then determined that the school rules had a purpose to keep students safe by having specific expectations for them. This showed me that they did understand the objective and the purpose of a

Observe the students during discussion and use a class list to write down commentaries each kid makes. Take a picture of each building with the children who created it. Ask them to tell you about their makings. Review the concept word strips and use them when commenting on each child’s building. Print the pictures and create a book for the students to look at with their observations and the pictures they drew.

I walked around the room to help them and keep them on task. One student was struggling on finding the asymptote of an equation. He had graphed the equation and knew it had a slant asymptote, but didn't know how to find it. I told the student he needed to use long division to figure it out. I decided to do an example on the board for all of the students since the others said they didn't remember how to do that. One student in the class who did remember how to find these helped his classmates, which I thought was very

Also, I would ask students to pair up and share their thoughts on pioneer women and how clever they were making quilts for their families to keep them warm. One way a teacher can get students actively involved is to as students how they feel about making quilts. I would also make sure I pair students with ELLs students for listening and speaking activities. The most activity comes when students talk in pairs and listen to each other. In pairs, each student is a talker or listener, so no one is left out of the speaking and listening

I personally think that my lesson went pretty well. It seemed like many people were engaged and they participated. There are things that I could have done to make the activity more challenging for the consonant digraphs and consonant blends, but overall I think the activity was fun. I felt like the students payed attention to when I was speaking at the beginning and the end of the activity, which was ideal for any lesson.