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Vaniwaarden Nicole Assignment7-1
Vaniwaarden Nicole Assignment7-1
Vaniwaarden Nicole Assignment7-1
Assignment 7:1
Nicole Van Iwaarden
Arizona State University
PPE 310
Professor Jessica Skipper
October 11, 2015
Lesson Reflection
Once again the kids were really excited about the activity even though it involved a math component. However, filming the
lesson seemed to really change how the lesson went. Suddenly the kids had trouble following directions and were focused on the
camera. In fact, at the end of the lesson, one student said Can we film that again? Were supposed to make you look good and we
didnt. I thought this was sweet, but also reflected on me as the teacher. Its not the students jobs to make me look good. Its my job
to give them clear instructions that they can easily follow.
Originally, I had thought the directions were clear and that the modeling went over well. Then, when I said the first trigger
word, go, the students just stood up, pushed in their chairs, and begin walking. Some kids began shouting out that no one was
supposed to walk yet. It was great that the students were not hesitating this time to begin the activity, but I had to grab their attention
back and remind them of the directions because they went right into the activity when that was not the directions. I think adding the
second trigger word was what created a problem there. Consequently, I plan to only use one trigger word from now on to reduce
confusion.
The activity definitely didnt go completely as I planned. I was so focused on trying to give clear directions that I forgot to
discuss voice level and behavior with my students. They clearly got very enthusiastic about the activity, so it was hard to control the
voice level which meant I was constantly reminding them to keep it down since they were in a classroom setting. Thus, I feel like I
struggled more with managing student behavior this time. Maybe it was because students were being filmed and were excited about
that, but the voice level was pretty loud.
I also didnt get to move around the classroom like I wanted to. It was harder to maneuver around the room with students
standing all around their desks, so I was limited in my movement and that really didnt allow me to get around to give positive praise
like I had planned to. I know last time I did give positive praise and I wanted to do more during my next physical activity break.
Because of that, I think that is something I really need to focus on next time since I have not been consistent in that area. Moreover,
last time I did a physical activity break, I used names constantly. After doing this activity, I realized that I only used names a few
times, which is really unlike me because I love connecting with students and using their names to do so. Other than those issues, the
students were on task and were participating in the activity so I think it still went well. In fact, afterwards many of the students said
they had a great time and would like to do more activities like mouse trap snap.
My mentor and I discussed the lesson afterwards and agreed that voice level and behavior must be addressed before the
directions. We also talked about maybe trying to do the activity as a whole class outside to see which one works better for us.
Criteria
Integration of
physical
activity
Standards and
Objectives
(S&O)
Presenting
Instructional
Content (PIC)
Activities and
Materials
(A&M)
Teacher Content
Knowledge
(TCK)
Exemplary (5)
Instructional plans include:
Score: x1
Proficient (3)
Instructional plans include:
Unsatisfactory (1)
Instructional plans include:
Modifications
for safety &
classroom
management
and for
children with
special needs
Expectations
(Exp)
Environment
(Env)
Instructional
Plans (IP)
SCORE: x1
7
Video of
Presenting
Instructional
Content
SCORE: x1
Self-reflection
SCORE: x1