Microteach Reflection

Name: Rita Gharib

This reflection needs to have a 5-10 sentence paragraph completed for each category in the Reflection template. Consult with the rubric below to guide your responses. Above Average
Completes all components, referencing specific portions of the lesson and delivery

Presentation Rubric
Evaluates his/her own performance making suggestions for improvement

Exceptional
Exceptional reflection that considers self and peer feedback and determines personal goals for the future (with possible strategies to address them)

Superior
Completes all components, referencing specific portions and feedback from peers

Satisfactory

Below Average
Reflection provides little insight or evidence of critical analysis

Weak

Completes all components of the reflection adequately

Reflection minimal or does not critically address components of the lesson

Strengths of the lesson

This was a good experience because I had the chance to compare teaching this lesson to two different age groups. The first time I taught the lesson it went well, students really enjoyed it and they were enthusiastic to both acting and sharing answers. When I taught this lesson to my class mates I found they were more conservative. This challenged me to think quickly, creatively and to be observant. From the majority of my peer review, feedback starting with a question format was effective. It made review easy rd and it proved to be a good way to lead the discussion. I found that when I taught my 3 graders this was helpful to the students because they were able to reference it when they were putting together their skit and it really helped them to understand the characters. During my micro teach I found students slow to share their answers. This was rd definitely surprising because I had done this lesson previously and found the 3 graders to be more enthusiastic about sharing. This challenged me to really engage students and question them to get them thinking more critically and share their thoughts. It really helped me to keep organized because it facilitated smooth transitions from one activity to another and I was able to focus on what the students were doing. I was able to observe students and guide them through the activity without taking control. Having the students practice twice worked well because it allowed the students to work independently first and then I could help them to get more emotional depth. James was really uncomfortable with being on stage and seemed a little lost. During my practicum I found strategies to help students find answers without actually telling them the answer. During the skit, instead of telling James how to act I asked him some guiding questions throughout the skit to help him and other students understand the roles. At the end of my lesson there was extra time so I had the students give each other some feedback; the students enjoyed the chance to give each other feedback.

Revisions that could be considered

I found that teaching my peers was more of a challenge. The atmosphere was different; I was definitely more nervous and I think the students were not sure how they were supposed to be reacting. One thing I would consider revising is slowing down to allow the students to gather their thoughts. I didnt stick to my lesson plan and because of that I had time left over at the end. I didnt have the students perform their pieces. The reason I chose not to do this while I was teaching was because the students seemed to know what they were doing just from their practice rd and they had no one to perform for. Also, there was only one group; with my 3 graders I had three groups. I think next time I would change the lesson to fit the class size. Having more than one group would have been nice for my classmates because it would have allowed them to interpret the different ways to do the story and they would have enjoyed performing for each other. Some feedback that I got from my peers was to describe the outline of

ED 2500 Orientation to Teaching Instructor: Kurtis Hewson

the day and to define the performing space, which I agree would have helped things run more smoothly. One rd suggestion was to introduce props at the start. Another thing I feel is worth mentioning is that the 3 graders needed no prompting to make their props, they did it independently. I would consider having a designated time for it because I found that making props distracted them from the more important task of rehearsing their skit. In the end my micro teach ran a bit short and just as we discussed in seminar this will happen and we need to find ways to keep the activity going.

Overall evaluation of the lesson and next steps

Overall I feel like my lesson was well planned I was prepared which saved me. I had a chance to compare the lessons and found what worked and what didnt. Both times, having the lesson plan written out made it easier to remember and it also helped my TA because she was able to read the plan before hand and help me by making suggested changes. The students were able to work together as a group with very little guidance and having the questions up on the board was good for them because they could use it as a reference. One thing I found was, it rd really helped the 3 graders to understand the characters emotions and reactions. With my peers, I found that asking them guiding questions was more helpful to them than leaving the questions on the board. Knowing your rd students is very important. I knew what worked for the 3 graders before I taught them because I sat in their class and worked with students individually. I didnt know my class mates and their learning styles so I definitely had to be more observant in order to help them. Knowing the class really helped me with class/time management. I found myself very comfortable in front of the class and I was able to share a lot of information with them.

ED 2500 Orientation to Teaching Instructor: Kurtis Hewson