Lesson 1 Reflection8. Reflection, Self-Evaluation, & Professional Development (LO 4.2 & 4.

3) (APS 2, 3, 10) Whole Class reflective:

A. How your instructional decisions impacted the whole classes learning (in a positive or negative way) specifically addressing modifications implemented (or needed but not implemented) as a result of teaching and student performance in all learning domains. As a whole the class really seemed to enjoy my Yoga lesson. The class was engaged throughout the entirety of the lesson and the yoga activity that followed. I began the lesson by asking students what they thought the word stress means. Once I had a few students share their definition of the word I asked if any students wanted to share things that made them feel stress. I felt like this was a good way for students to be able to relate to their peers on issues that might not come up amongst them during every day conversations. I also read a book in which the main character was having a very stressful day relating to issues that average children experience. The modifications I originally planned for in my lesson plans did not need to be included because the two students with special needs were absent from the room during the time of the lesson. The three learning domains were all covered during the course of this lesson. Cognitive, mental skills, incorporated by using students prior knowledge of what they thought the word stress meant before the lesson. Affective learning domain was covered when I asked students to recall personal feelings of worrying and nervousness to relate to the topic of stress. Students had the opportunity to apply their psychomotor domain by physically participating in the yoga exercise activity. These three learning behaviors are the goals of the learning process.

B. Information on what should be changed when teaching the lesson again to promote greater student learning. This should be relative to instructional objectives, instructional decisions, etc. If I were to teach this lesson again I would make a few changes to ensure it went even smoother than it did the first time. First I would sit in front of the class while reading them the story instead of being part of the circle around the rug. I would change my position because while reading to the students they were all trying to move closer to see the book, therefore blocking the view for students who remained seated in their spots. This being my first lesson of the clinical experience I had not yet learned each childs behavioral pattern and how they interact with one another. If I had known, I would not have allowed some students to be next to each other while participating in the yoga activity because a few students purposefully distracted others nearby. Overall, I feel as though the students took away from this lesson a great technique to reduce and prevent stress from effecting both the mind and body. The few incidents during the lesson involved instructional decisions rather than instructional objectives. I felt like my lesson plan was well thought out and they minor hiccups were things that I could not have predicted without deeper prior knowledge of the classroom dynamic.

Section 2: Three Individual Students reflective discussion should include: A. Identify and describe the student that was most successful. Provide two possible reasons for this success. Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors under your control. The student that was most successful is Evelyn. She is an African American 7 year old girl. She is always well behaved and a hard worker. A possible reason for Evelyns high success may come from the fact that she tends to work with the older students in the class and she holds herself to the same standards in which the older students in the class abide by. Another reason I think Evelyn was most successful during this lesson is because she is very well read and was familiar with what stress meant when majority of the other students were not. B. Identify and describe the student that was least successful. Provide two possible reasons for this lack of success. Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students performance. The student that was the least successful with the lesson is Shazera. Shazera is an African American 7 year old girl who wears glasses. She is tiny for her age and tends to keep to herself. Shazera is the type of student that easily can be looked over because she is a quiet introvert. I have personally heard her say to other students in conversation that she isnt smart like other people or my brain doesnt think like that when she struggles with a lesson or a specific problem. Next time I will involve Shazera more with the lesson so she feels engaged. I can also work more one on one with Shazera during independent lesson time so she can receive extra help. I will also make more of an effort to help build her selfconfidence both socially and academically. C. Identify and describe the student that was about average in performance. Provide two possible reasons for this success. Consider your objectives, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students performance. The student that was average in performance in relation to this lesson is a 7 year old African American boy named Briant. Briant is one of about five students in the class that constantly have to be called on for not following directions, talking out of tern, and getting off track. Briant is a very bright student but does not perform to his best ability majority of the time. I personally believe this is because he thinks being smart is not cool to the other four students with behavioral issues. I think I could help improve Briants performance in the future by maybe talking to him individually before the lesson to state my expectations for his behavior and to verbalize to him that I believe in him and that I know he will do really well because I will be observing him closely to ensure he understands fully. Section 3: Reflection on additional 2-4 lessons

Use the reflective cycle to critique the 2-4 additional lessons for the class you taught and discuss what modifications/adaptations you would implement as a result of teaching and/or student performance, both during and following instruction of this lesson. Specifically, address the following questions as part of the discussion: ?

Other questions to consider in your reflection:

ecture, small group, demonstration, experiment, etc.)

computer, etc.?

nformation in a clear and logical manner? How so?

techniques effective or would you employ a different technique the next time? of the students as being fair, respectful, and ethical? How so?

e? If your time varied, what factors contributed to this variance? Section 4: Reflection for Professional Development Identify two professional development goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the areas you identified. Suggested Page Length: 6-10 pages