Professional Growth Plan Final Report (EDUC 429)

PART 1 –

1a. What data are you using to guide the development of your professional learning goal (e.g. reflections on
teaching, teaching observations, mid-program evaluations, student feedback)?

I am using self-reflections, mid-program evaluations and observations as my date for my professional learning
goal. The self-reflections allow me to reevaluate myself and see what I need to do to improve for the next
lesson. The mid-program evaluations allow me to see suggestions from my peers and supervisors on how I can
improve my teaching. The observations allow me to watch other teachers so that I can learn how to improve in
my weaker areas.

1b. What do the data tell you?

The data indicate that my weakest link is behavior management, when a student does not want to participate, I
have a difficult time getting them to be active in the lesson. My strongest area of my teaching is my ability to
make transfers and connect one lesson to another, making it easier for students to understand the concepts.

2. Using the information from question 1, what is your focus area (write both the Danielson domain and the
component that you have identified as having the greatest potential for increasing student learning below)?

Domain: 2 The Classroom Environment

Component: 2d- Managing Student Behavior

3. What goal will enable you to strengthen your practice (write your goal statement below)?

My goal is to manage student behavior in the classroom so that the result is where students’ behavior is
generally appropriate. I will work on my communication with my students by giving my students more specific
related feedback to help establish a standard of conduct. By doing this, it will make it clear to my students the
results that I am looking for and what they need to do to meet that standard. I will also respond to misbehavior
in an appropriate, consistent, and effective manner that is respectful to the students.

4. Describe what will you do to build professional background knowledge related to the domain and component
that you have selected in order for you to achieve your goal (e.g. what articles/books will you read, what
Internet resources will you use, what workshops will you attend, will you interview or observe teachers)?

I will attend professional seminars and conventions to refresh my teaching ideology and learn new classroom
management procedures from presenters at this conference. I will also read NAfME and educational articles on
the topic of behavior management in music education.

5. What specific activities/actions will you implement to help attain your goal (e.g. administer a student interest
inventory, develop lessons that include multiple project options for students, include the use of formative
assessments during instruction, video tape and critique one’s practice, establish procedures for the distribution
and collection of materials and supplies)?

I will work on the wording of my lessons so that there are less filler words such as “um” or “like” that may
distract students from the instruction that may cause confusion leading to behavioral issues. I will also try to
hasten my lesson so that my students will not get bored which causes behavioral issues. I will include multiple
activities within a lesson to keep students engaged.

6. How will you collaborate with other professionals to meet your goal?

I will monitor my progress by asking for professional help through my professors and my cooperating teacher. I
will also reach out to other teachers that I know through past experiences and private lessons.

7. What evidence/artifacts will you collect to demonstrate that your goal is being met?

I will collect feedback from my professors along with teaching videos so that I can go back a watch how I am
teaching my students. I will also perform self-evaluations at least once a week to help myself improve my
teaching. I will discuss these evaluations with my cooperating teacher to collaborate on common issues I am
experiencing when communicating with students.

PART 2

1. What did you do to build your professional background knowledge related to the domain and component
you selected? Did you add any new professional learning opportunities during your internship?
Describe four specific articles, books, webinars, podcasts, etc. that helped build your professional
background knowledge.

While student teaching, I investigated many resources to help with my Professional Growth Plan that
focused on managing student behavior. The resources that I referenced are listed below.

1- Six Music Classroom Management Strategies: Simple Ways to Keep Your Music Classroom
Running Efficiently by Rachel Maxwell and Jessica Corey (https://nafme.org/six-music-classroom-
management-strategies/ )

This article provided efficient strategies that I was able to apply to the music classroom. One of the
strategies that I found to be most effective was establishing expectations for everything. When I first
started working with students, I would often find myself getting frustrated with students
misbehaving especially once instruments were distributed. I found myself limiting my lessons based
on how students would behave. Once I started implementing this strategy into my teaching, student
behavior got better and I was able to have students participate in activities that were very interactive
and involved higher level thinking, especially in the higher grade levels such as 4th and 5th Grade.

2- First Steps in Music for Preschool and Beyond by John M. Feierabend

Although this book focuses more heavily on content, I found this book to be a useful resource when
working with younger grades such as Kindergarten and 1st Grade. The book is divided into different
categories such as Pitch Exploration, Song Fragmentation, Movement Exploration, etc. In each
category there is an explanation as to why this section is vital to children’s music education and the
process of how to teach these subjects. I found these explanations to be a helpful insight to young
minds and how they process much of the content. I especially found that by incorporating movement
activities, students were more likely to focus throughout the class and cause less disruptions, thus
improving their behavior.
 3- How to be an Effective Teacher; The First Days of School by Harry K. Wong and Rosemary T.
Wong

This book helped me to understand the difference between discipline and procedures and how they
both should be treated. The book explains the discipline concerns how students behave while
discipline concerns how things are done. It also goes into detail explaining that discipling involves
both rewards and penalties while procedures have neither. By maintaining a good classroom
procedure, not only do you set up students for success, but student behavior will be better leading to
more rewards and less penalties.

4- Teach Like a Champion 3.0 by Doug Lemov

This book provided many teaching strategies that were useful in my Student Teaching experience.
Chapter 11 specifically focuses on setting high behavior expectations. Out of all the introduced in
this chapter, I found Technique 52: What To Do to be not only the most effective, but the most
natural technique to implement into my teaching style. The What To Do technique describes that
teachers should focus expectations on what students should be doing and how to be successful in an
activity, rather than focusing on what students should not be doing.

2. What specific activities/actions did you implement to help attain your goal? Describe at least four
specific activities. Connect each activity to a reading, webinar, podcast, etc. listed in question 1.

Activity 1: Providing Expectations for All Classroom Activities.

When I first began student teaching, I thought that some activities would come naturally to
students. For example, when teaching a 4th Grade Lesson on Jazz that involved listening, I did
not express the expectation of how to listen to music because I though it was common sense.
When I did this, many students were talking over the music or fidgeting. Later in the week, I
incorporated the idea of providing expectations for all classroom activities that is discussed in the
article Six Music Classroom Management Strategies: Simple Ways to Keep Your Music
Classroom Running Efficiently by Rachel Maxwell and Jessica Corey. After setting up
expectations on how students should listen and what they should be listening for along with
adjustments that were made in the Power Point to help visual learners, I found that this lesson
was more successful and that it helped student behavior.

Activity 2: Incorporating Movement

When in my student teaching, I would often find myself getting frustrated when instructing the
younger grade levels such as Kindergarten and 1st grade. Students would often fidget and cause
disruptions during class. I had some students who would just get up and start wondering down the
room during a lesson. After reading First Steps in Music for Preschool and Beyond by John M.
Feierabend, not only did I realize how important movement was for students to grasp concepts but
that I could also use movement as a tool for student behavior. Once I started to incorporate music
into lessons, students’ behavior became better and they were able to focus on the content even once
the movement activity had ended.
 Activity 3: Differentiating between Discipline and Procedures

When teaching, I often on equivalated student behavior with my procedures since much of the
research I had done thus far revolved around classroom expectations. After reading How to be an
Effective Teacher; The First Days of School by Harry K. Wong and Rosemary T. Wong, I realized
how important establishing discipline in the classroom was as well. By having a set of rewards and
consequences in my classroom that maintained consistent, student behavior became more
manageable.

Activity 4: Providing Expectations of What Students Should Do

While student teaching, I would sometimes have fantastic ideas for lesson plans but not follow
through with the lesson because I was scared that student behavior would become unmanageable.
After reading Teach Like a Champion 3.0 by Doug Lemov, I realized that emphasis should be placed
on telling students how they should act when giving expectations to students. By focusing on
Technique 52: What To Do, I was able to incorporate more interactive activities and still maintain
control of the classroom.

3. Did you meet your intended goal? Why or why not?

Describe the evidence and artifacts that demonstrate the professional learning goal was met (include at
least 5 descriptions of evidence). Two pieces of evidence must be the focused observations by your
cooperating teacher in your selected area of growth (attach the feedback provided by your cooperating
teacher). Label and describe each piece of evidence and explain why each piece helps meet your
intended goal. Attach the artifacts to the end of the report.

Yes, I did meet my intended goal. The evidence attached below provides an explanation as to how I was
able to achieve my goal of managing student behavior in the music classroom.

Artifact 1: Focused Observation 1

I found my first Focused Observation to be helpful as it provided me with a good foundation of

what needed to be improved. In the Description and Comments section, my Cooperating Teacher
provided comments that went along step by step with the process of my lesson. In the
description, she lists that I only provided my expectations for one classroom activity. In the
Suggestions for Improvement section, she lists that I need to work on communicating with
students. She later discussed that my communication style was causing some behavior issues as
students did not know what was being asked of them. This feedback was helpful as it let me
know what needed to be improved.

Artifact 2: Focused Observation 2

After my second Focused Observation, I was able to see the results of my research. In the
Description of the lesson, you will see that clear expectations were set for all classroom
activities. You will also see that Communication was moved from Suggestions for Improvement
in the first observation to being listed as one of my Strengths in the second observation. You will
also notice that movement was incorporated into this lesson.
 Artifact 3: Case Study

The Case Study was an effective tool to measure my progress with classroom management. The
focus of my Case Study revolved around students’ time of entrance Mrs. Cleckler’s 2nd Grade
class. In weeks prior to this Case Study, I found that students were taking more time than
necessary to get to their seat, thus leading to less time for content. Throughout the Case Study, I
used helpful classroom management strategies that aided students to get to their seats in a quick
and effective matter so class could begin. The graphs displayed in the Data Collection section
visually displays the decrease in time it took students to reach their seats after intervention and
can be compared to the base line data. As my Case Study was successful and students were able
to meet the intended goal, I believe this artifact to be evidence that I have improved in classroom
management.

Artifact 4: Kindergarten Lesson- Showcasing Movement

This artifact showcases a successful lesson using one of the Activities listed above: Movement.
In this lesson, students were asked to use creative movement to pretend that they were walking
through a Cave of Spider Webs. When I first started teaching, this lesson would have intimidated
me as there are many ways that younger students could become out of control. How I was able to
control student behavior was by demonstrating how one would walk through a cave of spider
webs, students had an example of what to do. You can also see how movement was effective to
gaining student focus in my Reflection portion of the lesson plan.

Artifact 5: 4th Grade Lesson- Jazz

This artifact showcases a successful lesson using one of the Activities listed above: Setting
Expectations for Every Activity. Since this lesson was originally more lecture based, I found
myself experiencing behavior issues when students were getting bored with the PowerPoint.
Once adjustments were made to the PowerPoint and expectations were set not only for
improvisation, but also for how to listen to music then the lesson was more efficient and the
conversations had with students allowed for a more in-depth learning experience.

4. How did you collaborate with other professionals to meet your goal?

During my time participating in my student teaching at Beachside Elementary, I was able to collaborate
with my Cooperating Teacher and Supervisors. Through their guidance and experience I was able to use
their critiques to aid me in my teaching practices. I also made an effort to cooperate with other Special
Area teachers at Beachside Elementary and ask for their advice. I found that advice from the other
Special Area teachers was the best to reflect on as we all worked in various environment from a PE
Court, Art Room, and Music Room, but there are many classroom management strategies that transfer to
each environment.

5. What new learning did you acquire as a result of the professional learning opportunities in which you
engaged?

What I learned from implementing these strategies into my teaching is that students thrive when they are
given clear expectations and consistency of communication. As a teacher, I must remember that
something that may seem like a common task could be completely unfamiliar to one of my students. By
providing my students with expectations and clearly communicating what is expected of them, I am
preparing them for success in my classroom as well as good behavior.
6. What impact did the changes in instructional practice have on you as a professional?

As a professional I feel that this Professional Growth Plan has not only allowed me to research and
practice effective teaching strategies, but it has also shown me how to reflect and use this reflection to
help me grow. Later, in my career if I find myself struggling in a certain area of my teaching, I will be
able to reference this Professional Growth Plan and apply it to a new area to help me improve my
weaker points in my teaching. The Professional Growth Plan has also provided an asset to my portfolio,
as it will show potential employers that I am eager to critique myself and reflect to better myself as a
teacher.

7. What impact did the changes in instructional practice have on your students’ learning?

When implementing the teaching strategies mentioned in this Professional Growth Plan, I noticed that
there were less distractions during my instruction due to better student behavior management. Because
of this, my process teaching became fluent, and I was able to help more students with the learning
process since my attention was not focused on correcting misbehavior. This effected all students
positively and they can get more out of their weekly music lesson.

8. How will you continue to develop in this area?

I will continue to do my research with resources involving classroom management as well as

experimenting with different teaching techniques. The school that I teach at in the future may have a
completely different student dynamic than the school I am currently interning at, meaning that I will
need to adjust according to the students’ needs to help make my classroom and ideal learning
environment for all students.
Artifact 1: Teacher Observation 1
Artifact 2: Teacher Observation 2
Artifact 3: Case Study

Case Study
Payten Ford
Ms. Cleckler’s 2 Grade General Music 
nd

Target Behavior: Time of Entrance 

EDUC 474- Educational Management of Exceptional Students
 Background Information
Grade Level: 2 Grade
nd

Student Population: 15 

Age: 7-8 years old
Gender: 4 Female and 11 Male
Race: 9 White/ Non-Hispanic, 2 Black/ African American, and 4 Two or More Races
ESOL Distribution: There are no ESOL students in this class. 
Socio-Economic Background: Students’ backgrounds range from Upper Middle Class through Poverty level. 
IEP and/or 504 Plan: There are 2 students identified as having a disability. Dejon B is ESE: Speech Only and
the resources provided is speech twice a week. Jakira L is Specific Learning Disabled, and the resources
provided is that the student is pulled into small groups 4-5 times a week to focus on phonics. 
Academic and School Behaviors: Ms. Cleckler’s class is known to be one of the higher performing second
grade classes at Beachside Elementary. According to the primary teacher, 50% of students are on or above
grade level, 40% of students are a grade level lower, and 10% of students are 2+ grade levels below. When in
the music classroom, all students are able to adjust to musical material that is presented and display proficient
progress with content.
Social Behaviors: According to the primary teacher, Dejon cannot stay in seat: allow to freely move without
disrupting the class and student will behave. Primary teacher believes that the student has undiagnosed ADD or
ADHD. From my observations in the music classroom, I have not experienced many issues with students
moving around the room as many of our activities incorporate movement. Students in this class are very
talkative, sometimes talking while the teacher is giving instruction. Although this can be distracting from the
lesson, the conversations between students are friendly and positive. The behavior does not arise from a
negative intent to disrespect the teacher, rather all the students get along so well that they engage in
conversation with each other because they enjoy each other’s company.
 Statement of Problem or Target Behavior
The problem behavior that is to be addressed in this Case Study would be time of entry into the
classroom. When students in Ms. Cleckler’s second grade class enter the music classroom, they take a long time
to get seated and become attentive to the teacher so that the lesson can start for the day. Although introduction
procedures are put in place to aid students, these procedures cannot start until all students are seated on their
dots and paying attention to the teacher. My goal through the intervention described in this Case Study is to
reduce the amount of time it takes for students to get seated with mouths closed and eyes on the teacher so that
the lesson can begin, allowing for more instructional time to be provided.
 Data Collection
Baseline Data (before intervention):

Time: the amount of time (in seconds) it takes for students to be seated in their dots with eyes on the teacher and
mouths closed.
The average time it takes for students to reach desired behavior is 34.6 seconds prior to intervention.
Intervention:

Time: the amount of time it takes (in seconds) for students to be seated in their dots with eyes on the teacher and
mouths closed.
The average time it takes for students to reach desired behavior is 23.3 seconds after intervention.
 Description of Intervention
To begin my intervention, I first started by having a discussion with students about what the intended
goal was to be of this Case Study. As this class was the same class that I conducted my Unit Plan, the class was
prepared to have conversations about “Ms. Ford’s college stuff.” During my conversation with students where I
introduced the Case Study, I explained that I had been collecting data for the past few weeks on how long it
takes them to enter the room and be prepared to start class. I explained to them that their average time was 34. 6
seconds. Some students even stated how that was not much time at all. I then explained that over the course of a
year (32 music lessons), that totals to about 20 minutes in waisted time. I explained to students that this is time
they could be using to play instruments or to participate in other activities, exaggerating on the fact that this
extra time was to their benefit. The class then discussed some ways that we could reduce this time, allowing
students to express what they believed to be model behavior. Some answers included entering the room quietly
and staying quiet, going straight to their dots, not talking with others, and waiting for the teacher to call the
drummer of the day. After reviewing all the answer’s students had given, I then described the desired behavior:
students to be seated on their dots with eyes on the teacher and mouths closed. I explained that the goal of this
unit was to reduce the time it takes to reach this desired behavior and that if students we able to reduce the time
it takes to reach this behavior by 10 second, the class would receive a cookie party. After this discussion, which
took place on March 1st, 2022, I then began to collect Intervention Data.
While collecting Intervention Data, there were some other aspects of intervention that I added to aid
students to success. I placed a stopwatch on the projector of the front of the class to allow students to see their
time as they made their way to their dots. Another form of intervention I implemented into the class was after
greeting the last student in line order, I would enter the classroom and say the chant. “1-2-3, eyes on me. 5-6-7-
8, you are sitting up with your back straight.” After saying this chant, students would know that it was then time
for class to begin. Although this chant was helpful in gaining student attention, I would always wait for all
students to be seated prior to starting the chant.
 Results and Conclusions
As a result of the intervention stated above, students began to make improvements towards the desired
behavior. After the first week of intervention, there was major improvement with students taking only 27
seconds to reach their seats and attention. The second week that data was recorded, the improvement was not
improved as greatly as the first week, only showing a 2 second improvement. By the third week that data was
collected, the class began to see the stopwatch and chant as a part of their routine and the few students that did
struggle during the second week to get to their dot quickly, followed the procedures of the rest of the class
which aided the students to get to the desired behavior in only 18 seconds after greeting.
I would determine the Intervention as successful as students were able to exceed the goal of reducing
their average time to reach the desired behavior by 10 seconds. The class went from an average time of 34.6
seconds before intervention to an average time of 23.3 seconds post intervention. With these results stated, I
was able to deem the study a success and award the class with a cookie party.
For future recommendations, I would situate my greeting spot to inside of the classroom. Normally, I
greet students outside by holding the door and letting the students enter the classroom after greeting me. On the
final day of intervention, I decided to use the classroom door holder to my advantage and greet students inside
the classroom. This allowed me to monitor behavior while still greeting students, which I believe is what led to
the spike in improvement on the third week of data collection.
 Activity 4: Kindergarten Lesson- Showcasing Movement

Kindergarten 
I. Objective(s) and Standards (NGSSS, CCSS) and materials
MU.K.F.1.1- Respond to and explore music through creative play and found sounds in the music classroom.
MU.K.O.1.1- Respond to beat, rhythm, and melodic line through imitation.
MU.K.O.1.2- Identify similarities and differences in melodic phrases and/or rhythm patterns.

I. Brief description of lesson (including scripted higher-level questions and ESOL/ESE modifications)

One, Two, Sky Blue (pg. 8 Music for Children) 15 min

 T teaches song by rote
 Once Ss can sing song on their own, T will introduce game
 Game: T will stand in the center of the circle, pointing to students to the steady beat as students pat to
steady beat on laps. If a Ss gets “out” they will transition to an instrument where they will play an
octave bordon to the steady beat. Continue until all Ss have a turn. 
Cave of Spider Webs (pg. 24 Movement Exploration) 5 min
 T will explain expectations prior to explaining game
 Game: Ss go from one end of the room to the other imagining that they are in a cave with spider webs. Ss are to
travel from one end to the other trying not to touch the spider webs that are all around. T will have green dots to
mark the end of the tunnel. 

Snake Game (pg. 127 GP) 15 min

 Class will review all rhythm cards; Ss speak and clap the rhythms 
 T will then distribute rhythm sticks; Ss repeat rhythm cards this time speaking and playing rhythms
 T will introduce the Snake Game text and teach by rote; repeat till secure
 Game: While class speaks poem, one Ss chooses rhythm card. After poem, Class will perform the rhythm card 4x.
Class will then repeat the poem while the next student is chosen to select a rhythm. Continue until all Ss have had
a turn to choose a rhythm to be performed. 

I. Assessment
Students will be able to sing Sol and Mi on correct pitches. 
Students will be able to perform a chord bordon using the correct mallet technique, hand positions, and notes. 
Students will be able to demonstrate knowledge of their body through the movement activity. 
Students will be able to perform the correct rhythms as presented on the pre-rhythm cards. 

I. Lesson Differentiation
Visual learners will be provided with power points as well as pre-rhythm cards. Students will be provided an
opportunity to move throughout the listen to help them control their bodies. Aural learners are provided with
verbal instruction. 

I. Lesson Reflections
I also felt that this lesson plan was extremely successful. I was very surprised with how easily the
Kindergartners were able to transition from instrument to instrument, especially since they had not had any
practice with mallet instruments the week prior. An adjustment that I made to this lesson was while teaching
One, Two, Sky Blue, I had students pat the steady beat on their laps to help when transitioning to instruments.
the activity Cave of Spiderwebs was also very successful. I noticed that when setting my expectation, if I
demonstrated first that students were more successful with the activity. By demonstrating and setting clear
expectations, students knew what the objective of the game was and did not need redirection. This activity
also allowed students to get their wiggles out before sitting down for a content heavy activity. 
 Activity 5: 4th Grade Lesson- Jazz

Name: Payten Ford Date:  2/21/22-2/25/22                                 Period: 4

Ensemble or Class:  4 Grade General Music

th
Lesson Topic: Black History Month, Introduction to Jazz,
Improvisation
Standards: MU.4.C.1.1- Develop effective listening strategies and describe how they can support appreciation of musical works.
MU.4.C.1.3- Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.
MU.4.O.1.1-Compare musical elements in different types of music, using correct music vocabulary, as a foundation for
understanding the structural conventions of specific styles.
MU.4.S.1.1-Improvise phrases, using familiar songs.
Long Term Goal: Students will be able to show appreciation for Black/African American musicians and musical aspects that
developed from their culture.
Students will be able to identify jazz music and the basic musical components behind the genre.
Students will be able to improvise on keyboard instruments using the C Pentatonic Scale.
Instructional objectives(s):  Students will be able to identify 3 similarities and 3 differences between Classical and Jazz genres of
music. They will then be able to compare with the class.
Students will be able to perform a minimum of 8 beats of improvisations on the Orff Instruments using the C Pentatonic Scale while
a jazz drum background supports them.
Key Vocabulary Jazz, Genre, and Improvisation. Instructional Materials/Resources/Technology:
“Charlie Parker played be bop” by Chris Raschka, Introduction to Jazz
PowerPoint (Ms. Ford), Jazz drum background track on YouTube, Orff
Instruments, Bubble Chart.
Critical Thinking: Lesson Structure:
Students will be able to evaluate differences and Warm-Up, Book, Introduction to Jazz presentation, Improvisation,
similarities between Classical and Jazz genres of music. Conclusion
Students will create melodies through the practice of
improvisation on Orff Instruments.
ESE Modifications CPLAMS Access Points  http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
Welcome
30 sec Drum-Warm Up Student chosen should perform a steady beat.
3 min Lesson/Rehearsal Procedures:
Students will stay on their dots as teacher
presents the book “Charlie Parker played be The teacher will ask guiding questions to lead
5 min bop” by Chris Raschka. Teacher will first ask discussion topics later during the PowerPoint.
students about the front cover to review the
saxophone. The teacher will then proceed to
read through the book, emphasizing the scat
Teacher will guide students in discussion through
words presented in the book as these will be
PowerPoint. Bubble Map will also be used in
used later when improvising.
discussion.
Transition to PowerPoint.
10 min The teacher will then present the PowerPoint
they created. Topics will involve introducing
 the history of Jazz, definitions, important
African American musicians involved in jazz,
instruments typically involved in Jazz, as well
as examples of jazz music and comparisons
between classical and jazz genres. Th teacher
will present a bubble map to students where Students will perform on the C Pentatonic Scale and
they can organize their ideas of comparisons, will end on Do (C).
then discuss with the class.
Transition to Orff Instruments.
The teacher will then reintroduce the concept
15 min of improvisation and discuss how it is a major
component of Jaz. The teacher will then
demonstrate how to improvise with a Jazz
drum background track playing. Students will
then be given 2-3 min to practice before
soloing for a minimum of 8 beats. Proceed
through the entire class.
Closure Procedures:
30 sec Students will get into line order.

Post Rehearsal or Lesson Reflections

Content Adjustment:  No content was emitted from this lesson, the only adjustments that were made was the way the material was
presented. I made the PowerPoint more interactive by asking students questions that led to the PowerPoint information rather than
just reading the PowerPoint word for word.

Rehearsal or Lesson Adjustment: If I were to reteach today's lesson, I would refrain from the PowerPoint being so heavy. I would
include more pictures and question starters rather than bullets of information. When teaching, I could tell that students were
starting to get bored when I was just lecturing so I turned the slides into questions rather than statements and the kids were way
more interactive after this fact.

Reflection on Teaching: Overall, I felt like my teaching was efficient once I made the adjustments listed above. Prior to that, students
were not engaged with the content. Once the adjustments were made, students were asking questions and interacting with
classmates very effectively. I had very minor behavior issues when dealing with students sharing answers. Towards the end of the
class, when students were improvising all students wanted to share individually and I had only 1-2 students per class that decided
not to solo.