My Second Math Lesson

On Tuesday, November 14, I taught my second math lesson to Mrs. Beach’s fourth grade class. This experience was very unique compared to the first lesson that I taught because Mrs. Beach had a substitute. Thankfully, I kept this in mind and tried to anticipate behavioral issues that would be present because there was a substitute in the classroom. Nevertheless, I felt as though this lesson went way better than the first one, simply because I felt more comfortable with the topic that I was teaching. Furthermore, I kept all of the feedback in mind from teaching my first lesson, so that this lesson could be better. I felt as though I did a much better job with the direct instruction and modeling portion of the lesson. Time was flying by, and before …show more content…
We had one student absent today, so I had to have a group of three play the game together. I had considered this while making the lesson plan; however, I did not think through how the process would work for the students, thoroughly, which caused there to be a lot of questions for my group of three. Thankfully, I have been taught how to think quickly on my feet, and I was able to answer their questions and they were off and playing the game in no time. This experience taught me how important it is to think through every aspect of a lesson thoroughly, so that when these scenarios come true, there is a back-up plan ready to be …show more content…
I quickly realized that this was not executed well, so it was taking so much more time than I had anticipated. Because of this, I decided to only ask six questions instead of all ten that I had planned. If I were to reteach this lesson, I would still keep all ten questions, but I would make sure that my students understood the length of each measures (centimeters, meters, and kilometers). By doing this, I believe that my students would be able to answer the questions correctly and with confidence. Another aspect of my lesson that I changed was during the direct instruction. Even though the lesson was going well, the direct instruction part of the lesson was shortened, so we only made it through the first seven sets of example problems. If I were to teach this lesson again, I would walk the students through the first six sets of example problems together, without having the students come up and lead the questions. Nevertheless, when we hit the harder example problems, I would have the students come up and use CGI to explain their thinking. The reason that I would do it this way is because the harder problems are easier to explain using CGI, the other problems are almost too easy, so the students ended up just giving the answer instead of explaining their