Reflection On Ponics Lesson

I have gained the knowledge of consequences and incentives that are effective and also ineffective to use. By gaining this knowledge I know that during my years to come of teaching I will be able to use effective consequences and incentives for my class. I have obtained the skill of keeping an organized room, through learning how to setup the room in such a way that will benefit student learning and my teaching. The text book used and classroom lectures that I brought into this artifact opened my eyes to many details that I will bring to my elementary class. What I found to be the most useful of completing this artifact was the first part in figuring out my philosophy of classroom management, I felt that this was useful because I had to think of what a good teacher was and why I will make a good teacher and how classroom management will play a role in me becoming a good

The second lesson I observed was geared towards phonemes, segmenting and blending. Ms. Cameron did a lot of modeling before this lesson. Although I have only been in her class twice, I can tell she is a firm believer in the “ I do, we do, you do” method. Ms. Cameron gathered all the students on the rug and showed the class how to “tap out” different sounds of the letters in words like “sit, mud, sad” using their fingertips. Ben did not participate in this for the majority of the guided practice. I believe that this was due to Ben’s lack of attention during the instruction. He was rocking back and forth in his spot, in addition to curling his legs

In the group experiment only two students engage while the other four were left waiting this could have been improved by having either enough supplies so that student could have each participated or have done the experiments in small groups of three and she would only have to divide her supply. If students are not participate less than 50% of the time it is not productive ((Echevarina, Vogt & Scott, 2013) Last I feel that vocabulary terms could have been advance by having the teacher go over out loud with the class the vocabulary term and their meaning to be sure they were understanding of what she was talking about if applicable use visual to explain. Connecting prior knowledge to new material is imperative for the ELL students to connect to the language we are teaching them (Haynes, J. (1998).

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

This lesson turned out to be my first significant lesson failure. Elapsed time was too difficult of a topic to try a new method out. Also, I had planned for the Number Talk to only take about ten to fifteen minutes to complete. Instead, the problems I gave were too difficult to move quickly and the Number Talk portion of my

Did the activity go as planned? Why or why not? Overall the lesson didn’t go as planned, but I think overall it was still an effective lesson. The time I thought I would have to teach the lesson was a lot different the time I actually got to teach the lesson. I had to just scrap certain part of the lesson to make it fit in the time I was given. I didn’t get to work with all the students because the concurrent center my cooperating teacher was doing. The

4a. Reflecting on Teaching – You submitted the framework rubric, highlighted, indicating where you believe you fall in each of the domain components. More specifically, you included hand written notes for each of your selections to support your choices. Your notes included information on how your learning outcomes were individualized for an ELL student in your classroom, how you referenced the unit essential question to develop conceptual understanding of the unit, and how you modified your summarizing activity at the end of the lesson, and that was only a few of the comments recorded on the paperwork you turned in. In addition, during the post-observation, you provided a thoughtful and accurate assessment of the lesson’s effectiveness,

When I observed this classroom I did notice some great things that the teacher was implementing into her lessons. The class size was small which probably helped the students a lot considering they wouldn’t be overwhelmed. The teacher talked in English the entire time. This is something that will help the students get used to when they transition out of the classroom. The teacher would also go over letters and sounds in the

2) Did the activity go as planned? Why or why not? Overall the lesson went I as planned for it to go. The students enjoyed the activity and were easily engaged it in. The students asked lots of questions that showed they were thinking about what we were doing and trying to figure out how it worked. Something that I didn’t anticipate was some of the children had an issue with touching the wet cotton balls. They didn’t like the feel or texture, so I had to help them complete the activity. It was definitely easier to work with the smaller groups, two or three students, than the bigger

Derek’s lesson on emotions to the Pre Intermediate was particularly enjoyable and effective because of his enthusiasm. He also moved the students around so that they were able to work in different pairs. This was effective in the lesson as the students strengths and weaknesses were easily recognised by pairing them with different students. It also broke the lesson up nicely. I feel that this is something that I could incorporate into my own lessons more often as it is useful for students to get speaking practise with more than one

This week was my first observed lesson. I enjoyed planning the lesson. As I recall, I rewrote the lesson plan three times. I debated how I wanted the lesson to flow and if I wanted to add a group activity in the lesson. Overall, I am happy with my first observation lesson. I see the benefits of having access to the gallery program while creating slides. I also want to be able to call on the students by their name in order to feel more personable. It was intense knowing three seasoned educators were observing and would offer constructive feedback. I am grateful for the suggestions, “I am ready to jump in and start plan again.” My next lesson is two weeks away; I will teach figurative language.

After every lesson I take time to assess what I should change for the next time I do a lesson. Often during post-conference conversations with Reiko I am able to identify places for improvement on my own. Juliet also said that I am increasingly proactive, and initiating in regards of being reflective. Also, I would say that compared to short practicum, I am much more “open and responsive to feedback and constructive criticism” (Goal 4); I ask questions to clarify the feedback I receive so that I am able to apply this feedback, and make changes to my future lessons. Furthermore, I have been adjusting my lessons to better fit the needs of the students I teach; my curriculum is continually and consciously reshaped through my experiences with a variety of learners in a range of socio-cultural contexts (Goal 1). Where in the past, I have been worried about timing, I have been working on slowing down, and making sure that students understand the content of the lesson. For example, the TPCASTT analysis of poems ended up taking almost two more extra blocks then I had thought it would take. However, I also think that slowing down the lessons has helped more students understand the analysis process better. Additionally, I feel like I am gaining a “stronger sense of what is best for particular students in particular situations (Goal 5). When I see a student struggling, I am able to break down the assignment or re-explain the task in a different way so that the student understands it better. I have one student in my class who needs some direction before she is able to understand the assignment. I often help her with her pre-write, and guide her as much as I can, so that she feels comfortable completing the rest of the assignment. Overall, I have grown in my

The teacher went over the sound and the vowel pair with the children and then paired them into four groups. The teacher went over the sounds and manipulated them with help from students to make new words. After, the teacher divided the class into groups and gave out clipboards. The students were to find three pictures with /oa/ words on them and write them down. Once they read it to themselves and identified a word, they went back to their seats and drew pictures for the three words they wrote down. One child wrote down boat and then went back to his seat and drew some boats in water. This activity was effective because the students were reading and writing as well as moving around the classroom. The children were also able to draw visuals, which will help them remember the words they wrote when they look back at their

Along with the pictures, I allowed the book to be passed around by the students, which I feel was a major distraction from the lesson at the time, which I think I should not do in the future with easily distracted or younger students. Aside from things I would change about my lesson, some things that I feel that I did that made my lesson strong was how I modeled. I think I modeled reading well and I also did the worksheet along with the students. I feel that this gave them an idea of what was expected to be demonstrated by them on the sheet. During our RAL class on monday we discussed ignoring students calling out and instead positively reinforcing those who raise their hands, which was something I tried to do in this lesson and it allowed me to hear from every student. In total, I feel that I learned a great deal by performing this lesson. For starters, I was able to proudly pat myself on the back for things that I felt were successful. For things that were not so successful, I am able to reflect on why they did not work and will be able to apply it in the future to better my

I think the lesson would work fairly well, despite the messiness. Baking and decorating a cake with 10 and 11 year olds may get out of hand at times. Also, I think the reflection and discussion piece could have been more intensive because I want the lesson to really demonstrate the objectives