The classroom environment remained calm with minimal outbursts; even though, the assistant teacher, Mrs. Graham, was not present and substituted with Mrs. Stark. The day began with sharpening pencils, unstacking chairs, and copying worksheets for later math and writing activities. Then, I helped students with math skills through two math sessions: a math color worksheet for the low-level students and calculating cents by following a pattern worksheet for the higher-level students. The color worksheet involved the students rolling three dices and adding up the shown numbers to find a corresponding number to color on the worksheet. The cents pattern worksheet incorporated students finding the pattern of a set of coins and adding each one as they
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Graham if she were present. Even though there was one less teacher, the students adapted to Mrs. Stark often seen seeking help when neither Mrs. Harvey or I had time. The students experienced Go-Noodle time due to no SOL testing in the other grades, and the spray bottle reward remained at a steady three points out of the ten needed. Overall, they gradually warmed up to the new alternatives to lessons and were excited to see what was next in store that it required verbal remediation to keep them calm. Consequently, my school experience was a challenge with me heading more group sessions than I had done in the past; however, it opened my eyes to see how adaptability and patience are key instruments in invoking a positive learning environment. The rest of the day, I pushed students to believe that they could solve any problem so long as they continued to place effort and never give up when it came to the math and pronunciation skills session. I saw how a child’s resilience altered their perception of a problem enabling them to solve a problem within a blink of an eye. Nonetheless, from my experience today, I learned the importance of patience and adaptability because the plans could easily go the other direction and be constituting a quick solution to prevent a loss of control of the
Graham if she were present. Even though there was one less teacher, the students adapted to Mrs. Stark often seen seeking help when neither Mrs. Harvey or I had time. The students experienced Go-Noodle time due to no SOL testing in the other grades, and the spray bottle reward remained at a steady three points out of the ten needed. Overall, they gradually warmed up to the new alternatives to lessons and were excited to see what was next in store that it required verbal remediation to keep them calm. Consequently, my school experience was a challenge with me heading more group sessions than I had done in the past; however, it opened my eyes to see how adaptability and patience are key instruments in invoking a positive learning environment. The rest of the day, I pushed students to believe that they could solve any problem so long as they continued to place effort and never give up when it came to the math and pronunciation skills session. I saw how a child’s resilience altered their perception of a problem enabling them to solve a problem within a blink of an eye. Nonetheless, from my experience today, I learned the importance of patience and adaptability because the plans could easily go the other direction and be constituting a quick solution to prevent a loss of control of the