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Brittany Dotson

Dr. Marshall

ENG 419

13 April 2019

Week Six Reflection – Level II Clinical Reflection

A situation wherein good learning took place within my clinical classroom was when the

students were learning how to balance a checkbook. This was a building activity, as they were

going to be attending the Get A Life Program the following day, and in that, they were going to

be given the task of balancing a checkbook for a household. This was a day in our class wherein

they could learn the skill and practice it. This day played out by students being given a piece of

notebook paper and a list of transactions from store, restaurants, bills, and paychecks. The

teacher went over the first few on the board, modeling for the students what should be done.

Then several students were called up to the board, each to do one transaction and the

accompanying math. Overall, the students and teacher went over about half of the transactions

together, ensuring students understood what to do. Then, the students were set free and allowed

to work on the rest of the transactions on their own. I drifted around the room and helped

students when they came across something they were unsure of. Overall, the classroom was quiet

and – surprisingly – all students were working diligently. In fact, out of all of the days I have

been in this classroom, this was the first day that every present student turned in the work they

did that day and fully finished it.

Why did this happen? I think it happened because the teacher was willing to work with

the students, as opposed to her typical teaching style wherein students work independently the

majority of the class. By both modeling for the students, and then scaffolding over to them doing
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it on the board with assistance, and then finally to working independently, students were given

the opportunity to make sure that they understood the topic before being set free. Instead of

getting off task and not doing their work, they were focused and working diligently because they

fully understood what was expected of them and what they were doing work-wise. I can

incorporate this into my teaching by making sure I take time to model things for students, as well

as to gradually give them full control over the assignment. By modelling and gradually releasing

them, it seems as though they both understand more and work better, altogether making for a

more effective day in the classroom.