Self-Assessment Reflection #2 (WES)

This video was once again taken during a first-grade lesson. This is a different class than

my previous reflection, but one that also contains the same behavioral issues and lower ability to

sit still and focus as the other group. I chose to film a first-grade lesson again in order to track

my progress in my classroom management abilities that I wanted to grow through taking on this

challenging grade.

The topic covered in this lesson was a continuation of the quarter note and quarter rest

rhythm reading which we covered in the last rotation as well as a fun song game to end off my

final rotation teaching at this placement. I went into the lesson planning for this rotation with the

notes and changes that I needed to make last time at the forefront of my brainstorming. I made

sure to take into account the positive effects of a lesson with natural transitions and pacing that

allowed students to get off the risers and experience learning in the classroom from different

perspectives.

I began with a rhythm play-along video on the riser to a song that was familiar to them.

The recognition of the song was important for them to begin making connections between the

content I was teaching them and the music that they experience in their everyday life. I first had

them clap it out to get a sense of the activity and then had them play again standing up and using

rhythm sticks to add the element of instruments and differentiation. The standing also allowed

them to naturally produce the rhythm through the movement of their body, whether that be

jumping, swaying, or stomping in place. It helped to get some of their wiggles and energy out

too. A win-win situation.

Seeing as it was my last time teaching each of these classes, I wanted to leave them with

a piece of me in the form of my favorite musical game from my time in elementary school. I
taught them a simple activity with a short and sweet song, but I think what made this part of the

lesson so successful was the fact that I had a sentimental connection to it and the students took

note of that. They knew that this game was meaningful to my musical education as a kid, and the

fact I was sharing it with them was just as meaningful to them. Even though the game was

simple, it was that emotional impact that made it run smoothly and had the students laughing and

enjoying their time with me.

Although this grade was difficult to get a grasp of, I enjoyed the challenge of having to

adapt my lessons and reflect on what went well and improve on what did not from day to day. By

the end of my time with this grade, I saw the positive growth in my ability to correct student

behavior head-on and took notice of the importance of planning lessons that account for and

proactively attempt to correct that behavior before it is even displayed in the classroom.