Classroom Reflection

My time spent in the Clinical setting, so far, has been extremely inciteful as to how to become a better educator in a classroom setting. Through the data I collected I was able to connect Borich’s Seven Variables of learning to the students. By being in the clinical setting for nearly two months, I have been exposed to new ways of thinking when it comes to structuring a classroom and instructing a classroom. Within this reflection you will find out how I would better plan an effective lesson for the pupils in my future classroom. You will also discover what I will do about certain issues in the classroom and how I will address/fix them.

In 9th grade, I began tutoring every Tuesday after school and this continued through 10th grade. During that time, I discovered that my students had a negative disposition towards science. Many saw science as "boring." I wanted to change that idea, to help them realize the wonders of science, to prove that science is fascinating and entertaining. The following summer, I prepared my proposal and pitched my ideas to Mr. Terrence Davis, Director of the Boys and Girls Club of Hopkinsville.

I chose to record a 40-minute whole group, Science lesson that focused on the movements of animals. This lesson focused on how animals have different body parts, also known as structures, and how animals’ movements help them survive in nature. As I began the lesson, I activated students’ prior knowledge by posing the question: What is an organism? Students were able to respond that an organism is a living thing and organisms need food, water, air, space, sunlight, and shelter. After informing students that they would be exploring how different animal behaviors help them survive in nature by exploring how animals move, students participated in a turn and talk to discuss the different ways animals move. I regained students’ attention and displayed an anchor chart I created, How do animals move? On this anchor chart, I drew four different animals (fish, bird, elephant, and turtle). Students were able to provide me examples of the movements of these animals. However, I challenged students by asking them to provide me with more descriptive examples of movements. For example, students stated that a turtle can swim, and I challenged students by asking students if turtles can paddle, students agreed that turtles can paddle. Students were then able to state that an elephant doesn’t just walk or run, but an elephant can also stomp.

As stated in Everston & Emmer “teachers who have good rapport with their students get better cooperation and have a more positive classroom climate” (2017, pp 12). As in life, building strong relationships allows all parties to interact with meaning and learn from each other. When teaching there are two parties that are very different that you are trying to work along and ensure that each has the knowledge and support they need to feel comfortable with you as a teacher and a mentor to their children. Each teacher has different strengths that allow them to connect with their students and engage in learning. Some of my strengths that would be brought to the classroom, and why I feel I would do best with a younger population are my openness,

While STEAM instruction relies on making authentic and engaging connections between the disciplines of science, technology, engineering, arts, and mathematics, the implementation can look slightly different from classroom to classroom. The first video demonstrates how a STEAM unit can be incorporated in a single content: middle school science. The video shows students working collaboratively in groups to complete the assigned lab and asking questions as needed. The teacher is seen facilitating the activity, as she moves from group to group, addressing those questions, providing suggestions, and guiding students towards the completion of the activity. Although neither the problem nor the driving question of the lesson were explicitly stated or reiterated during the observed clip, the ‘lesson essential question’ and the ‘learning target’ posted on the board communicate and reinforce the objective of this lesson (e.g. students will identify minerals and explain why minerals are important). Thus, based on this and my observations of the teacher and students’ interactions, I predict that this lesson is focused on assessing how well students can identify minerals, as a way to introduce students to the characteristics needed for identifying and classifying rocks. This skill is especially important as students need to solve the problem scenario, which involves describing different types of rocks to assemble a group of “rock” musicians. As I was analyzing the video clip using the

This paper will describe on why a certain lesson should be adapted before it is delivered to different audience at the same level. This lesson was taught to university students in the USA where the majority of the students were English native speakers. At some points in this lesson, the depth of discussion is not really appropriate to be taught to foreign/second language learners because the nature of English proficiency between English native speakers and foreign/second language learners is absolutely different. The finding in this paper will be based on observation of the writer and elaborated with the reference from library research.

This learning experience supported the science content area physics. It provided the children with opportunity to collaborate as a group to work together to problem-solve. My focus for this lab was to build and construct ramps and pathways in the outside play yard. I implemented technology by letting the children watch a YouTube video about constructing ramps and pathways to generate new knowledge about the activity. They used marbles to travel down the ramps, while recycled bottles and PVC piping were used to make bridges and underpasses. I planned this lesson to connect to some of the children’s prior knowledge about using this type of track. When the children began using the tracks in the outside play yard they chose to put their ramps off landscaping rocks. This gave them the ability to secure the ramp at the top as well as the ability to build bridges and underpasses on the ground. This activity immediately ignited their language such as, “let me try this, I have an idea, what about this, how about if we do this” which demonstrated that the children were engaged in the inquiry process. The learning standards this activity supported was; 3.2 PK.B.1 Explore and describe the motion of toys and objects. AL.1 PK.A Explore and ask questions to seek meaningful information about a growing range of topics, ideas, and tasks.

In some aspects, the twenty minutes I spent microteaching felt like some of the most awkward twenty minutes of my life. In some of former other classes such as MAT223 (Intro to Secondary Mathematics Education) we had done assignments similar to this microteaching activity. I remember our group had the responsibility of teaching another form of proving Pythagorean Theorem. That was a beneficial activity because it gave us teachers in training the opportunity to get in front of the class and solidify a mathematical idea in front of "students". Unlike the MAT223 activity, the microteach activity is a more accurate and beneficial setting; at least that is how I felt while in front of the class.

One of the most important aspects I want to incorporate in my classroom is making STEM-based subjects less rigid and monotonous for students by providing creative ways for students to embrace STEM-based subjects. In Memphis, teachers are doing just that by structuring lessons “that could be implemented with young children at the local museum as well as in practicum placements in assigned classrooms” (Counsell, Peat, Vaughn, & Johnson, 2015, p. 64). In addition to formatting the lessons in both museums and classrooms, the teachers are also emphasizing the fact that “the need to acknowledge and respect children’s thinking and ideas is equally paramount” (Counsell et al., 2015, p. 65). I strongly agree with Counsell et al.’s opinions on respecting children’s ideas, as I believe that it creates an environment where the children are encouraged to express themselves. After going to a museum and seeing exhibits that tie into the STEM-based lesson, which regarded wheels in this specific article, the teacher then leads several phases of learning within the classroom, beginning with the children observing different types of wheels (Counsell et al., 2015, pp. 65-6). The instructor then asks the children “productive questions [which] guide and facilitate children’s logical-mathematical and scientific thinking” (Counsell et al., 2015, p. 66). In doing this the children are more likely to form a greater understanding of the topics they are learning in class and will be able to apply them

When starting this class, I was a little concerned as I only have one class of my own this year and thought maybe I was taking the class at the wrong time. The more in depth we go in this class it is helping me more and more at my school because of the types of differentiation we are doing this year. I always thought I differentiated my lessons but through this class and my co-teaching experiences this year I’m learning that I have not differentiated enough. I have felt a pride in knowing that the music that I incorporate into student work time is beneficial. I also am glad to see that the use of pre and post assessments is important.

Teaching can be a challenge, you never know what to expect and each classroom will be unique. However, you will always have to be prepare for teaching in a situation you may not be comfertable with. Educating students and practicing proper knowledge on subjects such as race, class, gender, sexual orientation and disability are vital in creating a safe and respectful classroom for all. School is often looked upon as a place of security for students and it is our job as teachers to help maintain that status.

Today, more children can run applications and video games than riding a bike or tie their shoelaces – a fact which may frighten parents and educators. It’s our job as teachers to use their interest as a tool for their learning. In this particular lesson, I used Ipads’ to work on student’s fitness level focusing on strength, agility, and flexibility.

I have been working in Mrs. Bogner’s 5th grade classroom at Columbus Elementary in Edwardsville, IL. The class itself has a mix of different learning abilities, ranging from very low level students to very high level students. Although it is not considered an inclusion class, there are have multiple students in our classroom who spend a majority of the school day in a special resources classroom where they get extra help in subjects such as math, reading, and English, but then come back into our classroom for subjects such as social studies and science. Certain students may go to the special resource class for just one subject, while other students go in for multiple. My CT classifies all of the students in the class into three different level learning groups for each subject: average, which is the normal 5th grade level, above average or high, and below average or low. When picking a student to work with, my CT and I decided it would be a perfect opportunity for me to work with a lower-level math student who struggles with most concepts. By doing this, I would not only be getting my assignment done, but I would also be helping him with the assignment itself and making sure he was answering the problems correctly. After working through the assignment with him, I reported back to my CT about any concepts he struggled with so she could know what he still needs a little extra work on.

Today at my placement, I noticed a different kind of interaction my teacher was having with his students. Instead of focusing on academics or connecting with the student, the teacher was trying to monitor the language, attitudes, and dialogue that happened in the classroom space. The interaction happened before the first period started. There was a student at the teacher's desk getting help with an essay and two other students talking a few feet away. One of the students who was talking made a comment that one of his female African American teachers was horrible because she did not know how to teach or speak. Though the student did not directly say the teacher did not know to teach or speak, the emphasis he placed on the teachers race and the explanation, “she does not speak well but I guess she cannot help that”, made it clear that he meant that the problem was because she was female and African American. My cooperating teacher upon hearing the comment stopped helping the student he was with and turned to the student calling him out saying that the student was being, “Racist, sexist, and a jerk”. They had a brief discussion about how what the student said was inappropriate and that he should try talking to this teacher if he needs help. Overall, the incident was not that intense with the student simply walking away afterward and it ended quickly, but it made me realize this was the first time I had seen a teacher address a student who was looking down on a specific group of

My fourth period’s classroom resembled a computer lab. The five students (who sat on the back row) kept me tip-toeing on pins and needles.