I attended the New Volunteer Orientation and I learned about what their mission is to prepare and deliver people who those affected with serious illnesses.
This was my first teaching.
This was my first day helping out at Little Friends For Peace and I was playing computer games with the children attending the after-school program.
This was my second observation.
This was my first observation,
I attended an orientation for the Latino Student Fund about how to tutor Latino students from K-12 on Saturdays at the National Cathedral School.
I participated in a workshop about figuring out your identity in the workplace and helped the LGBT Health Center prepare safe sex packages.
It was a great experience! The theater presentation made me feel like I wanted to advocate for change and the showcase/panel presentations were great as my favorite was the video showcases.
Your Name: Andrea Hinojosa Mentor Teacher: Gary Nelson
Date of Teach: November 30, 2018 Elementary School: DC Prep-EMS
Teaching Partner(s): Avani Gandhi Grade: 5th
Copy and paste one of the performance objectives from your lesson plan below. Provide specific evidence that leads you to conclude that each student achieved (or did not achieve) that particular objective. Please explain why you think that the evidence supports your conclusion. (You might consider student responses to the questions, comments you heard during the activity, and specific things they wrote.)
The performance objective of the third lesson plan was “Students will write equations for adding/subtracting fractions from word problems and solve them.” I believe that each student achieved this particular objective because the student figured out how to solve the word problems we prepared for the class when we explained how to solve equations of fractions with unlike denominators by listing the multiples of the different denominators to find the least common multiple in order to rewrite the fractions with common denominators. Even though we may have lost in translation with a few word problems in the worksheets, they strived and achieved to solve the word problems with the correct answer and alternatives if they believed we were looking for a different answer. When my group and I walked around the classroom to help the students, many students used our instructions as a guide to solve the equations and explained to each other as a class on how they solved them.
Based on the above evidence, how might you adjust this lesson if you were to teach it again?
Based on the above evidence, I might have adjust this lesson by creating new worksheets with word problems that challenge the students to strive and achieve different skill levels (beginner, novice, intermediate, advanced) and remove some materials such as the fraction bars since we didn’t get to explain how to use them. We underestimated the difficulty of the worksheets such as the fraction maze and the exit ticket. The fraction maze and the exit ticket included equations with proper and improper fractions, which resulted with the wrong answers that was provided in the answer keys. For exploration, I would have given the students simple equations for them to figure how to solve them on their own and for elaboration, I would have given the students the fraction maze including simple word problems to approach the topic in a new way.
Has your confidence and comfort level increased from the first lesson to this lesson? If so, describe a specific example of your improvement. If not, what experience(s) might help you to increase in confidence/comfort level?
My confidence and comfort level increased plenty from the first lesson to the third lesson because my group and I felt confident teaching our lesson to the classroom as the students were paying attention and understanding the content of our lesson and we became familiar with the students as a few of the students have reciprocate words of endearment such as “You guys are my favorite teachers.” I was able to present my section of the lesson plan to the classroom with a confident teacher aura as I spoke clearly and loud for the students to understand and the students were comfortable enough to confide in me to ask for help.
Has your effectiveness at classroom management increased from the first lesson to this lesson? If so, give a specific example of your improvement. If not, what experience(s) might help you to increase in effectiveness? What classroom management strategies would you like to implement in your future lessons?
My effectiveness at classroom management has increased plenty from the first lesson to the third lesson because the students were responsive of the attention getters and we were able to establish a friendly yet authoritative aura that students realize that we want them to pay attention and learn from our lesson. When some students were conversing too loudly, we use the classic “If you can hear, clap once...twice...three times” as a way to refocus the class and if they were talking over a student who we asked to answer in front of the class, we would tell the students that it was rude to talk over someone and if we don’t pay attention to their responses, then how will we know what the answer or instructions are.
Describe one thing that you learned from this teaching experience that will help you to design future lessons.
One thing that I learned from this teaching experience that will help me to design future lessons is to review all the materials and their necessity for the lesson plan as we want to make sure that each student has materials that will be able to use without them being unused such as the fraction bars or confusing to understand such as the fraction maze.
Reflect on the planning and implementation of this teaching experience.
Did your teaching team adhere to the group contract?
Was the work equally shared between you and your partner(s)?
Discuss what needs to change (if anything) in order for future planning and teaching to go more smoothly.
What strategies were helpful (or would have been helpful) in working with others to plan and implement a collaborative lesson?
My teaching team did adhere to the group contact such we fulfilled our tasks. Avani Gandhi regularly contacted Mr. Gary Nelson (Mentor Teacher) by confirming dates as well as updated Google calendar with field experience dates and I sent the lesson plan to Mr. Nelson as I was the last one who needed to correct my section of the lesson plan. Intisar Diwani shared lesson plan drafts with instructors via Google Docs, uploaded final lesson plans and Mentor Feedback to Blackboard, and coordinated transportation to and from the school with the group. I requested, picked up lesson materials, and transported supplies to the school as well as transported supplies back to GW in order to return lesson materials after our teach. We can improve on setting up practice dates before our teaching dates in order to be prepared as well as planning out what supplies we need for our lesson at least a few days before requesting. In this lesson, we didn’t review our worksheets for errors and if we take the time to review the materials together, then we could fix the incorrections and create a better flow of teaching rather than worrying about each other and stepping in if we feel like they need help with the lesson plan during our teaching experience.