Brittany Bilohlavek

Reflection
(on my lesson that I taught and my overall experience) Dear Amy Letter Reflect on my TEACHING:
The social studies/history lesson that I taught the students was on European Explorers and the New World. I began by teaching the class key information about explorers through use of a PowerPoint. I felt that this was successful because the students desks are arranged in a pattern, resembling two mirrored E-shapes. (E ). This allowed for everyone to be able to see the slides/notes on the screen clearly. I also had the students take turns reading the sentences for each bullet points. I feel that this was a good idea because each student was held accountable for paying attention since if I called on them, they needed to be able to know where we are on each slide. Next, I showed them a one-minute video clip on how to make a mini-book. I felt that this was great for engaging the students, versus only me showing them how to make a mini-book. The clip had upbeat background music and showed a sped-up demonstration and of the steps to create the book using just that one piece of paper, which made it more interesting. After, I personally demonstrated step-by-step, how to make a mini-book. This was useful and necessary in order to slow down and show one step at a time, the mini-book making process. It was great for showing visual learners as well as non -visual learners since I also explained what I was doing at each step. I called on two of the early finishers to help other students with making their mini-books. This allowed the students feel that they were a part of the demonstration and were helping out and feeling good about it. Then, I had the students group off into small groups to work on filling in their individual mini-books. I believe that this was a good idea to have them work in small groups because those students who were ELLs or struggling with filling in their books, were paired with other students who could help them when needed since they were working together to fill in information.

Next, I had several the class play a short Guess the Explorer game. I feel that this was their favorite part of the lesson. They showed enthusiasm with wanting to share their mystery explorer. I feel that this is because they were able to play an interactive class game/activity, versus just sitting in their seats and working on an assignment right after they completed their mini-books. They were very engaged with the activity and asked questions about the explorers when they wanted to know more information, which shows interest. Finally, I had them complete a worksheet with short-response questions, and a different worksheet on matching an explorers name to their designated facts about each one. This was important to help the students not only test their knowledge, but to keep as a study guide or a reference for future use while learning about this topic from their textbook.

Reflect on any CONNECTIONS:

I made a few connections during my IMB clinicals. I realized that the students need to be hands on at times, as discussed in our college class, and therefore I used the minibook for the students to create. This idea came from our college social studies class and was a success. I also remember discussing in our class that ELL students may need more time to complete tasks, visual aids, etc. These ideas for accommodating came into good use for me while creating my lessons, especially since 4 of the 23 students in my class were ELLs. Lastly, I used some of the classroom management techniques that we learned in class, and put them to use during each day with the students. For example, I used the phrase, one, two, three, all eyes on me to get students to pay attention to me when needed. That worked well, overall. I also assigned roles to the students such as group leaders, paper-collector, etc. so that students were held accountable during activities as well as to give them a sense of responsibility and involvement.

 Reflect on my PROGRESS:
I truly enjoyed working with this class of 5th grade students. I made sure to walk around and help out if the students were stuck on anything. I also tried my best to accommodate all types of learners and their abilities or levels in my lesson. I feel that overall, the class showed interest in the lesson and were engaged and enthused. I have improved a great deal on using the whole classroom area/space to move around while teaching. During a lesson I taught prior to this one, I mainly stayed at the front of the room. In addition, I feel that I did a good job on helping students answer their questions without actually giving away any of the answer. As far as areas of improvement goes, I feel that I do need to work on speaking more slowly and clearly, especially while giving directions to the students. I also need to work on time management a little, because I only was given one-40 minute class period to complete this lesson, but had to extend in to two total class periods. I will work hard on improving on my areas of teaching. I feel that each day of teaching may be different from the last, and the same can be said about each student and their academic abilities. Thus, I need to practice various accommodation methods, and see what works, what doesnt, and what can be improved for each of my lessons. I have learned that if a lesson does not go as planned, it is not the end of the world. In that case, I can improvise at the time and then later, focus on revising. But the most surprising thing I have learned during this clinical is how much the students can teach me, as a teacher. They are bright kids and need credit given more often. I strongly believe that every single student is capable of achieving high success rates, academically. They just need to build on their confidence and have many forms of support and validation or recognition for their efforts.