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Tuesday, April 5, 2016

March 3, 2016

1. Do you feel the students enjoyed the lessons?
2. Does the attitude make a difference in how the students respond to you?
3. How could I have made my lessons work better for me?

1. I feel like the classes I though enjoyed my lessons. I had three different classes a kindergarten, fourth grade, and fifth grade. The classes I got the most response to was kindergarten and fourth grade, but fifth grade seemed to enjoy their lesson as much as the other two. I do wish I would have had the chance to talk to the students and to get their feedback on the lesson like I did with the fourth graders. I asked them before their teacher for there to get them what they thought and if I should have done something different. Other than some of the boys wanting me to read them a book that wasn't school or age appropriate (Steven King) they all seemed to enjoy the lesson and the activity. 

2. I belive your attitude toward the students makes a huge difference in how they respond to you. If you treat your students with respect then they are going to respect you in return. I didn't have any discipline problems and all the students stayed on task and completed their activity. 

3. The one thing I wish I would have done differently was to in addition to talking to the teacher about the lesson was to talk to the students before hand. Knowing that they were in a library program where they did not have these type of lessons on a regular basis and I think they would have been better prepared. Another thing I wish I would have done especially with the older students was to give them a survey to see what they liked and what they didn't.

Overall I think my teaching day went great. I was so excited about getting to teach that I'm sure that came across to the students. I think that even though we did things differently than they were used to that the students did a great job. They were respectful and they followed directions well. So even though we did something out of the ordinary they went with the flow. 

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