Aaron 2 reflections

Lesson 1

·      What did students learn and which students struggled with the lesson? 

Students learned about background knowledge and cause and effect. I started the lesson with the reading street amazing words. We had a class discussion about what we think those words mean. The students were engaged in this part of the lesson because it is a way for them to say what they think without being wrong. After the amazing words we learned the vocabulary for the week. These are words with pictures on the smart board, so the students express what they think the word means in relation to the picture. The participation of the students starts to taper off after this part because we started to get into the textbook. Although enthusiasm was down, comprehension was still good. As I had students read the paragraphs I was looking around to see blank faces. All of the kids seemed like they understood. Not all of them were following along, but that will happen.

·      What are alternate reads (interpretations) of your students’ performance or products?

      Most of the students seem to enjoy the discussion type reading lesson. While there was no product of today’s lesson I think that performance could be better. I think that the lesson seemed like it was going good to me but it could have been better. At the end of the lesson the MT gave me a note that said a few student were not paying attention for a chunk of the lesson. Because they were not talking loud enough to be a distraction I missed this. I think that it is great she was writing me things to keep an eye out for and tips on how things operate in her classroom.

·      What did you learn about your students’ literacy practices that extend beyond your objectives?

I learned that the students already know a lot. I was surprised to hear all of the good thought regarding our vocab words and out amazing words. This is probably because all of the reading they do in their free time. After this lesson I really get a taste of how important reading for fun is, even if the kids don’t realize it, they are learning new vocabulary.

·      When and how will you re-teach the material to students who need additional support?

The benefit of going into another teacher’s room to teach reading is that she has an MSU senior and a CMU intern in the room at the same time. My ELL student really benefits from the one on one attention and is able to get the help she needs. My EI student is more manageable with more adults in the room so it is a benefit for him too.

·      If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students’ learning?

I think I could be more animated and enthusiastic. It was my first lesson and I haven’t seen much reading so I was pretty nervous. I think if I was more confident and flexible with the lesson, the students would respond better and participate more.

·      How did you limit the extent to which ethnic, linguistic, and/or gender biases occurred during your   lesson?

The first part of the lesson was discussion and the second part was reading from the text book. I picked kids at random for the discussion part and same think with the reading. I chose random kids to read from the book.  

·      What did you learn so far about implementing your ‘core practice’ and what do you need to do to continue your professional learning?

I learned that a teacher led discussion is something the students react well to. If I can manage to keep them interested in the topic I could have a discussion for the length of the class probably.

Lesson 2

·      What did students learn and which students struggled with the lesson?

Today the students learned about prefixes and suffixes. Like yesterday they performed well during a teacher led discussion. I would choose certain students to read and after they read I would recap. None of the students seemed confused as we went along so we breezed through. Usually this would be the end of the lesson and they would read a book but I wanted to put my own stamp on reading street. I had the students fill out a KWL chart before they read the story tomorrow. This way I can keep then and see how they comprehend the stories.

·      What are alternate reads (interpretations) of your students’ performance or products?

 I found that the KWL was new to these kids and I had to explain it a few times before they were comfortable enough to start. I think this could also be because I threw off the usual routine of reading street. I collected them with the K column filled in. This way I know they won’t get lost and I can re-explain the directions when I pass them back out.

·      What did you learn about your students’ literacy practices that extend beyond your objectives?

I learned that they are creatures of habit already. I wanted to do something different and it blew their minds. It is usually their free reading time, but I know not all of them are on task, so I will continue this practice because I can get info from them and keep them from goofing off.

·      When and how will you re-teach the material to students who need additional support?

After the reading day tomorrow I will sit down with my ELL student and go over he worksheets with her. She will need help remembering what we covered. The information that is covered today is in the form of a worksheet that happens in two days.

·      If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students’ learning?

If I had a say in how the reading street was handle din the room I would not go at the pace they are going. I would also have the worksheets go with the lessons as they were being taught. I don’t think it is effective to give the students worksheets two to three days after the information is presented to them. The program does a good job keeping everything together and going at a good pace, it’s the way the teacher has manipulated it that is the problem.  

·      How did you limit the extent to which ethnic, linguistic, and/or gender biases occurred during your   lesson?

Same as yesterday I call on random people and have them read. The readings are skill readings or about basketball so they are universal texts.

·      What did you learn so far about implementing your ‘core practice’ and what do you need to do to continue your professional learning?

I think my students need to learn respect for each other and for me. When I ask a question and a student answers I expect the rest of the room to be silent so they can hear the answer and I can hear the answer. That is no always the case. Tomorrow I will have a talk about respect and how it is a two way street. I respect you when you talk to me, do the same for me and your fellow classmates.