1. Evaluate how well you structured, directed and reinforced organizational and conduct expectations during this lesson. (5)
I believe I my lesson was well structured, directed and organized. I had 2 lines facing for partner throwing and 4 quadrants for the shuffling drill. I give demonstrations before and during the activities to reinforce my expectations. Before I would begin to talk I would always say, “when I am talking you are…?” and the students would reply saying, “not.” Moreover, the students understood when I said, “park it in the garage” that I wanted all footballs on the floor and out of students hands. My organization was tested toward the end of the lesson. Coach Dennis struggled with his side of the class room causing my group to struggles as well. However, I was not horrible to the point that the task could not be accomplished.
2. Describe how your students did with the activities that you had planned? Were the activities at the appropriate ability level for these students – even if the activities were on target there will likely be differences in performance so answer this question by talking very specifically (by describing student’s performance) about how they did with the activity. (5points)
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Although, it was still necessary that I demonstrate what they were going to do before I did anything. In the beginning, some students struggled with catching from any distance, yet their performance and effort was great. In the last activity (Leap Frog) their skill level was moderate, some struggled with shuffling simply because they did not have on appropriate gym wear. When I noticed this a gave a better demonstration and let most students preform the task in a modified manner. If I did this lesson again I would check for understanding more frequently in all four quadrants of the
could I do better next time, how did I feel, were the students engaged, was I confident, did I have
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?
1. Explain in detail how you would support and advance the learning of children and young people in your class:
What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.
Planning- Mrs. Falchek and I discussed my lesson presentations and how I felt the students progressed throughout the notes. We also discussed the activity that I would be doing with the students
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
At first, the kids did not want to listen to either of us and had no interest in doing their drills. Also, they did not have the attention span nor the comprehension level that we were used to making it difficult to explain the drills. Walker and I were very frustrated and desperate to find a way to explain the drills in
TTW ask the students the following questions to ensure they understand what has been taught up until this point:
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.
Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.
In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?
Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to
Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.
The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four