What Happened When You Tried To Engage The Children's Interest During The Activities

Today I arrived at 8: 30. I organised the classroom and made it ready for pupils to come. After assembly we did some time table practice. Next we had a new lesson for numeracy skills and I supported a group of students. L. O. Was about the name of 2 D shapes and how can we recognise them. First Miss B explained about the topic and she draw the shapes on the bored.

For new teachers the challenge of keeping student engage may seem somewhat difficult, but with the proper lesson plan this can be achieved. It’s very important that when lesson plans are design that they are designed with achievable goals that are based upon the students’ academic grade level. The students should become proficient with one part of the strategy before he are she is moved onto another section of the assignment. When instruction is given to students make sure that it is given in written text with bold print for important subject matters, this should also be given verbally and with the use of technology when possible. At all times students should be

Managing Small Group Activities Effectively. Although an instructor’s role should be minimized during an activity, it still must be managed. The groups should be divided by the instructor, the participants should know which topic they are working on, and the activity should be timed. I would have liked some kind of verbal instruction that helped all of the student know the learning outcome and why this task should be performed. The continual questions from the group could have been minimized with a little more intervention.

Did the material you chose help to teach the specific skill or strategy effectively? Why or why not? Did you meet the goal of your objectives? Why or why not?

There were several lesson plans that I could adapt to fit my counseling program curriculum. I thought everyone did well: Katie showed excellent classroom management, Kailey’s was entertaining, Jessie’s had student appeal, Cory’s root illustration was thought provoking, Rachel had a fun game, Melissa had a “kid approved” power point, Justin had a catchy video, and Jason. . . well, Jason was awesome! I could take pieces from every lesson plan presentation and incorporate them into my own, but because I want to be an elementary school counselor and would prefer to work with very young elementary, Mackenzie’s lesson impacted me the most.

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.

I think this lesson went really well. Andrew and I work well together, and he continues to do well on everything I assign him.

I was responsible for helping my 3 other group members construct a lesson plan to teach a year 8 boys class. The lesson had to include information research about the four Dominican pillars. During preparation and presentation I developed my knowledge on the four Dominican pillars and teaching a year 8 class. I believe I reached my full potential as a part of the team, although I believe the lesson we taught could have gone partially better. Improvements that could have been made were dependant on the students in the class. At the start of the lesson the year 8 students were not participating as well as what they were at the end of the lesson. Not many students were inputting to class discussion and responding to questions the group and myself asked. Nevertheless I learnt a lot of new content whilst preparing for and teaching the class.

I do wish that I would have engaged in a variety of activities, but since it 's a high school level class there wasn 't much I could do.

As soon as she got back I thought she was going to take over the lesson again, but instead she let me finish it up. Following the vocabulary lesson, Mrs. Alba asked me earlier that morning if I could teach the math lesson and so I did. I taught the students about polygons and we worked on recognizing ninety-degree angles. After giving the lesson, the students were asked to work in groups and come up with ninety-degree angles using the power polygons they had on their tables. As they were working on this worksheet, I walked around the room helping students out and making sure they understood the objectives and material at hand. I was nervous at first because not only did I have Jubin and JoAnne observing me during my lesson, but I also had Mrs. Alba watching to make sure I covered everything she wanted. I had presented lessons before but this was one of the ones that I was the most nervous for given the fact that I only had the morning to prepare for it. I was grateful that the students really listened to me while I was teaching the lesson. They asked questions when they needed help and asked for clarification if they did not understand something.

#1 Watch your content-based lesson recording. Reflect on your content-based lesson teaching experience. Write what you did well, what you can improve, and what you learned about teaching and facilitating as a result of the experience.

Next, I am going to focus on how much time I spend lecturing. Even though this lesson required more direction, I still want to be conscious about how much I am giving directions. If this was a science lesson, my overwhelming amount of lecturing would make my lesson resemble one like Mrs. S’s. Science lessons need more opportunities to be creative and if I am explicitly telling my students what to do, they will lack creativity which leads to a lack of engagement. Prior to the lesson, I am going to review my plans to see how much time I anticipate lecturing. During the lesson, I will watch the clock to ensure my lecturing at the beginning only lasts a designated amount of time. Also, instead of telling students what to do, I will ask them questions to scaffold their thinking towards what they need to know. After teaching, I will analyze and reflect on what I explicitly told my students and how effective that was for the lesson.

I feel like I had some positives but also some negatives in my lesson. One positive was that I shared and explained with the students what the essential question and learning target was and what it meant. I also had a completed graphic organizer and narrative that I wrote to show to the students as a model for them to learn from. This concept is supported by Principles of

The first thing I chose to reflect on was, what was the hardest part of my lesson and what did I struggle with? There were a couple things while teaching this lesson that I found difficult. First, I struggle with making sure the students do not talk over me or get disruptive with one another. There are four class periods throughout the day, and each class of students behave differently. For the most part my 6th grade students are respectful and listen when I speak, but there are always situations where the students become talkative and goof around. My partner teacher has demonstrated to me good ways to make the class quiet down without having to yell over them. For example, turning the lights on and off, counting to five, or just stopping the lesson and quietly wait for students to stop talking are all effective ways to capture student’s attention so that they are aware it is time to quiet down. On Wednesday as I taught this lesson to each class I did have to use some of these strategies to silence the chatter during certain class periods. I know during my next placement I will be able to use these strategies with my class and get new perspectives on how to deal with disruptive students. Another obstacle I struggled with was making sure at the end of my lesson that my students understood the reason for the activity and how it related back to what we had been learning in class. Heroes, character and identifying character traits was the purpose of my lesson, after reviewing these topics that past few weeks I

Today, I arrived to Hanover-Horton about ten minutes early so that I could talk to Mrs. Beach about the ideas that I had for the lesson that I will be teaching next Tuesday. We had a great conversation about some different methods that I could use to teach the lesson. I also talked with her about the students that I need to make differentiation considerations for. Mrs. Beach provided me with some great suggestions on how to help these students understand the material. She also suggested that I look for signs of frustration. The three students that I am looking out for become frustrated easily if they do not understand what is going on. I made sure that when I created my lesson plan, that I had some great ways to differentiate for them. Near the end of our conversation, I had many wonderful ideas to work with.