Colavito McKie Educ.

422: Teaching Math to Children Marcia Wright, Instructor April 9, 2014 Overall Reflection This semester, I was provided with the opportunity to work alongside two great teachers, as I develop the essential skills in becoming a great teacher, too. One of which was a veteran teacher and the other, a first year teacher. My assigned mentor teacher DaBetta Smith was responsible for teaching English/ Language Arts and social studies to third graders. Her coteacher JoAnna Wallace was responsible for providing math and science instruction to third graders. Given the circumstances of Brookdale Elementary School only having two classes per grade in grade levels second through fifth, I was placed in a first year teachers classroom to receive instructional support. I will admit that at the beginning of the semester, I was concerned with some of the Mrs. Wallaces classroom management techniques and instructional delivery. As the semester unfolded, I began to see reason for her preferred style of instructional delivery and some improvement in classroom management. I felt like my experience in Mrs. Wallaces classroom was more direct and realistic. My second day in her classroom, I remember her offering me the opportunity to co-teach math and science lessons with her. At first, I thought to myself, Dang! I forgot I have to actually teach lessons this semester. However, needless to say I didnt hesitate. I believe I was more so excited about the possibilities that could take place in the classroom. I told Mrs. Wallace I could

start co-teaching lessons with her the following week. After two weeks of seeing her class in action, I had the opportunity to use my observation notes and apply what I learned thus far about the best method for reaching each of the students, instructionally. In considering all factors (social, emotional, cognitive, and physical), I was able to help plan lessons that implemented quality instruction focused on relevant goals, where students would be motivated to learn and anticipating whats going to happen next. During my presentations, the students responded extremely well to me during the time I was teaching. After reflecting on my lessons, I asked Mrs. Wallace for some feedback. She stated that as she was watching, the students were really learning and in tuned with instruction. Mrs. Wallace also stated that I have a firm grasp on promoting positive behavior and feedback. She even stated that she admired my enthusiasm in the classroom, which in her opinion is essential to teaching. All of the third graders were responsive, during the time I was teaching. Students, who would typically display problematic behaviors, were addressed and redirected at the very first sign. Outside the lessons I co-taught with Mrs. Wallace, I taught two math lessons. Both of the math lessons focused on the Common Core math standard 3.MD.8, which states Geometric Measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. After speaking with Mrs. Wallace with regards to what students could use additional help in or receive additional instruction on, I chose to teach perimeter and area. My first two lessons (which are recorded on the Educ. 422: Teaching Math to Children) DVD focused on the concept of teaching students about perimeter. After learning about Gardners Multiple Intelligences, I had the idea of trying to reach all of the students in the classroom. So, I decided to plan a lesson around perimeter using spice drop candies and toothpicks. Prior to starting the lesson, I planned a review with students that featured one of the popular songs I

heard some of the students singing in the hallway. I researched the song (Nae, Nae by We Are Tunez) and created a short and simple review game. The review game resembled a Dance-off and focused on the concept of students working in groups of three to four to create two dimensional shapes and angles. I explained the expected outcome to students, which entailed them creating human shapes and working together to devise a strategy to create the assigned shape or angle. In planning my lesson, the students were already separated into assigned groups (which we later referred to as teams) based on my observations featuring observed behaviors and teacher recommendation from Mrs. Wallace. Later throughout the semester, the students began to ask Mrs. Wallace and I, whether or not I would be the person teaching for the day. The remarks from the students were positive and made me feel good, because of the fact that I was reaching them.