On October 24, I taught a math lesson about subtracting using the traditional algorithm, to Mrs. Beach’s fourth grade class. When teaching the lesson, I felt very nervous because I did not think that I was teaching the material in the most comprehensive manner. After reflecting on why I felt this way, I think it was because I combined the modeling/direct instruction with the guided practice. I did not mean to do this on purpose, but I think it happened because I was worried about teaching everything in the 55 minutes that I had. I could tell that teaching my lesson in this way was confusing for some students because they asked many questions about subtracting during the Bingo game. However, I believe that the Bingo game went very well, and
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I would tell the students to work on a problem, and I would give them two minutes to complete the problem. I would then ask the students to give me a thumbs up if they had completed the problem and were ready to move on. Students who were not finished with the math problem were asked to put their thumb down. This allowed me to quickly survey the students’ progress with the math problems and offer additional time if needed. My mentor teacher loved this idea too: “Nice thumbs up/down engagement …show more content…
During the purpose and expectation part of the lesson, I taught my students the attention getter that we were going to use. I would say, “Macaroni and cheese,” and the students would respond by saying, “Everybody freeze.” My mentor teacher loved this and it proved to be very helpful because after the students would say their line, they would instantly get quiet and listen for instructions. I felt as though this attention getter was a great way to control the noise level in the classroom as well as quiet students so that I could give further instructions. I also feel as though walking around the classroom whenever possible was a great way for me to not only help students who may be struggling, but to also manage behavior. Again, my mentor teacher commented, “I love how you walk around + give feedback to students as they work.” Furthermore, I find that walking around the classroom lets the students know that I am willing to help them and answer any questions that they may
I would tell the students to work on a problem, and I would give them two minutes to complete the problem. I would then ask the students to give me a thumbs up if they had completed the problem and were ready to move on. Students who were not finished with the math problem were asked to put their thumb down. This allowed me to quickly survey the students’ progress with the math problems and offer additional time if needed. My mentor teacher loved this idea too: “Nice thumbs up/down engagement …show more content…
During the purpose and expectation part of the lesson, I taught my students the attention getter that we were going to use. I would say, “Macaroni and cheese,” and the students would respond by saying, “Everybody freeze.” My mentor teacher loved this and it proved to be very helpful because after the students would say their line, they would instantly get quiet and listen for instructions. I felt as though this attention getter was a great way to control the noise level in the classroom as well as quiet students so that I could give further instructions. I also feel as though walking around the classroom whenever possible was a great way for me to not only help students who may be struggling, but to also manage behavior. Again, my mentor teacher commented, “I love how you walk around + give feedback to students as they work.” Furthermore, I find that walking around the classroom lets the students know that I am willing to help them and answer any questions that they may