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My Micro Teach Reflection

Jazmin Roe
March 16, 2015
Education 2500

I really enjoyed teaching my classmates for my micro-teach
presentation. I thought I was very well-prepared and organized for my
lesson. I had extra copies of the worksheet, a schedule of the steps for
the activity, created an exemplar, and an extra activity for students
who finished early. I made sure that I had the schedule written out,
images of each step, and read it to the students so that all types of
learning could understand what we would be doing for the day. I also
had stickers to re-ward students who were done early and I set up my
classroom ahead of time to make transitions quicker.
One thing that I would have done differently during my microteach was picked a shorter book. I found that I was rushing and reading
too quickly. Grade one students also would have interrupted or asked
more questions than my classmates did, so slowing down to explain
words and answer questions would have been helpful. In my head I
understood the connection between the book and the assignment, but
I don’t think it was super clear to my classmates. Making connections
to the book and the assignment may have helped students come up
with more ideas for their writing activity. Grade ones may have a hard
time coming up with sentences to write for the activity, so
brainstorming some ideas or words they wanted to use as a group
before the activity could have been a strategy to help them.
Another positive during my mirco-teach was my classroom
management. I used attention getters, such as clapping, to get the
students’ attention and focus on what we were doing. I also addressed
individual student behaviour, such as a student laying on the floor, but
emphasized the positive behaviour he had exhibited earlier during the
lesson. I also used grade one wording, strategies, and routines when I
talked to the class. I also had to take away a toy during the lesson, but
I gave it back at the end of the class.
My favourite part about my lesson was actually the self and
teacher rubric. I liked that the students could evidently see what kind
of writing I was looking for in their work because the rubric had five
questions that the children had to check off and look if they did it in
their own work. The questions were does my sentence and with a
period, does it begin with a capital, do I have finger spaces, does my
writing make sense, etc. These questions also helped the students

Jazmin Roe
March 16, 2015
Education 2500

make sure they were reaching the learning objectives for their writing. I
want my students to be reflective about their own work, so having a
rubric like this is something I want to have when I am a teacher.