EDG 3323: EFFECTIVE TEACHING PRACTICES I

LESSON PRESENTATION SELF-REFLECTION

Directions: Create a template of this form on your computer. Complete one self-reflection for ec! of the lessons you
teach. Attach this form to your lesson plan and Clinical Educators Lesson Evaluation.
Name: Kendra Paries Lesson #: One
chool: !rancis K. "eets Clinical Educator: #s. $avis
$ate of Presentation: %&%'&() *rade: %
nd
u+,ect: Lan-ua-e Arts
Lesson Content:

Self-nl"sis:
(. $escri+e the part.s/ of the lesson you feel "as most effective for the students. Cite specific reasons for your
feelin-s.
0he parts of the lesson that 1 felt "ere most effective are the fact that 1 had a follo" alon- "or2sheet for
the students that hi-hli-hted the rules for usin- commas in dates and places. 1 felt this "as effective
+ecause the students had no trou+le locatin- the rules3 and seein- the e4amples that "ent alon- "ith the
rules. 0his helped aid them "hen it came to do the pro+lems on their o"n. 1 felt that havin- done multiple
e4amples for each of the rules also really helped. 1t allo"ed the students to -et a lot of practice and see
ho" each rule "as implemented in different sentences. 1 felt this "as effective +ecause the students
-rasped the concept rather 5uic2ly after the e4amples.
%. 1f you "ere to teach this lesson a-ain3 "hat "ould you do differently6
7hen teachin- this lesson a-ain 1 feel that 1 "ould do several thin-s differently. !or instance 1 "ould -ive
cleared instructions. At the +e-innin- of the lesson 1 had them tal2in- "ith their shoulder partner a+out different
"ays "e use commas3 durin- this time 1 had passed out a "or2sheet to save time. 0he students "ere a little
confused as if they "ere to 2eep tal2in- or to loo2 at the "or2sheet. 1 "ould e4plain that 1 am passin- it out and to
2eep tal2in- to their partners the ne4t time 1 do this lesson. 1 also noticed that 1 used "ords li2e 8if you "ould li2e
to9 1 need to +e more confident "hen teachin- my lesson and not -ive the students choices "hen -ivin-
instructions.
:. 7hich Educator Accomplished Practice and sample 2ey indicator did you demonstrate "hile
Plannin-3 preparin-3 and presentin- this lesson6 Cite and reference t lest 3 DIFFERENT FEAPs of "o#r
c!oice and thorou-hly e4plain in detail "hat you did to demonstrate those indicators.
7hen plannin- this lesson 1 "as a+le to ali-n the instruction "ith the common core standards at the
appropriate level. 1 "as a+le to conduct my lesson +ased on these standards and chose a tas2 that the students could
perform. 1 used EOL strate-ies for students "ho needed it3 such as hi-hli-htin- important areas3 and providin- hands
on materials3 "hich pertains to !EAP num+er (: 1nstructional desi-n and lesson plannin-. 7hile presentin- this lesson
1 made -reat use of the materials around me and 1 "as a+le to or-ani;e3 and mana-e the time 1 "as -iven as "ell as
the students. 1 corrected inappropriate +ehavior +y remindin- the students of our e4pectations3 and maintained the
en-a-ement of the student +y allo"in- the "hole class to participate in the activities3 "hich pertains to !EAP num+er
%: 0he learnin- environment. 1 "as also a+le to deepen and enrich the students "ritin- +y clearly e4plainin- ho" to
use commas appropriately in a sentence3 teachin- them the rules that apply3 "hich falls under !EAP num+er :: 0he
instructional delivery and facilitation.
). E4plain in detail ho" you demonstrated the components of the Conce$t#l Fr%e&or'.
As a reflective decision ma2er 1 "as a+le to demonstrate the components of the Conceptual !rame"or2 +y
maintain ethical +ehaviors +y dressin- appropriately and maintainin- a professional manner. 1 "as informed
on the topic that 1 "as -iven3 and 1 "as fully 2no"led-ea+le of the rules that pertained to commas and usin-
them in +oth dates and places. <avin- this 2no"led-e allo"ed me to capa+ly teach my lesson to the students.
7ithout prior 2no"led-e or revie"in- the rules myself 1 dont feel 1 "ould have +een capa+le in doin- so. 1
"as a+le to allo" the students to ma2e their o"n prior connections +y discussin- "ith partners "hat it is that
they already 2no" a+out commas3 and ho" to use them in sentences. 1 "as a+le to 2eep all the students
en-a-ed and allo" them all to participate in the lesson3 no child "as left out. 1 "as a+le to focus on the
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students "ho didnt e4actly understand the material3 and stayed "ith them until they did. !or e4ample one
student "as havin- trou+le "hen she "as called on so 1 called on another student to help her out. 1nstead of
leavin- her and focusin- on someone else3 1 "ent +ac2 to her and made her do the ne4t one to reassure me
that she "as understandin- the material. 1 "as a+le to effectively perform the lesson. 1 feel li2e 1 "as ena+led
to successfully complete my lesson3 althou-h there are a fe" areas 1 "ould ma2e chan-es to.
S$ecific Tec!nicl Anl"sis:
(. 7hat evidence told you the level of difficulty "as>"as not appropriate for the students6
0he evidence that told me the level of difficulty "as appropriate for the students "as that not all students
mastered the content ri-ht a"ay. 1 had a -ood mi4 of students "ho needed more -uidance3 and students
"ho -ot it on the first try. 1 "as a+le to -et all students on the same level. 7hen students are "ritin- in the
second -rade they need to 2no" ho" to use commas in dates and places. 1 also used the standards to
-uide me "hen creatin- my lesson to assure the correct appropriateness.
%. 7hat did you say or do that communicated hi-h e4pectations to the students6
7hen teachin- my lesson 1 informed the students that the o+,ective of this lesson "as to use comas in
+oth dates and places3 and that +y the end of the lesson they "ould 2no" the rules and ho" to use them to
"rite sentences that contained dates and places. 1 also told them that 1 e4pect everyone to +e follo"in-
alon- "ith the "or2sheets3 and to raise their hand "hen ans"erin- 5uestions.
:. 7hat "ere your most effective classroom>+ehavioral mana-ement techni5ues6
0he most effective classroom>+ehavioral mana-ement techni5ues "ere usin- classroom praise "hen the
students "ere follo"in- directions. 1f a ta+le "as sittin- do"n ready to learn 1 "ould say 81 really li2e the
"ay ta+le % is sittin- do"n ready to learn9. Once 1 "ould say this the rest of the ta+les "ould follo" and
+e ready to learn. 1 also allo"ed the students to "or2 "ith shoulder partners so they had a chance to tal2
and interact "ith a partner3 so that they could help each other fi-ure out the ans"ers. 7hen a child "as
not sittin- appropriately 1 "ould remind them of the appropriate "ay.
). $id you have any challen-in- moments "ith classroom>+ehavioral mana-ement6 1f so3 e4plain "hat they "ere.
7hat techni5ues or strate-ies "ill you use for the future to improve classroom>+ehavioral mana-ement6 1f you
did not e4perience any classroom mana-ement difficulties3 then "hat did you say or do to prevent any conflict6
1 did not e4perience any classroom mana-ement difficulties3 1 notified the students of my e4pectations
+efore 1 tau-ht the lesson. 0he students "ere constantly en-a-ed and 1 2ept from havin- a lot of do"n
time. 0his really helped the 2ids stay on trac2 and remain focused. 1 "ould praise the +ehaviors 1 "anted
and 5uic2ly correct the +ehaviors 1 did not "ant.
?. 7hich teachin- presentation strate-ies>techni5ues proved effective durin- this lesson6 <o" do you 2no"6
0he teachin- presentation techni5ues that proved to +e effective "ere usin- the overhead to model the
correct use of commas in the sentences3 "hile the students follo"ed alon- on their printed "or2sheet.
0his "as effective +ecause it allo"ed the students to follo" alon- "ith me3 +ut also allo"ed them to "rite
do"n the ans"ers as 1 did. 0hey "ere seein- and "ritin-3 "hich allo"ed the rules to stic2 in their head.
0hey "ere a+le to see enou-h e4amples for them to catch on to the rules.
'. $escri+e the assessment strate-ies used in your lesson and then e4plain "hat percenta-e of students demonstrated
accepta+le comprehension of the content and>or application of s2ills presented6
0he assessment 1 used "as scorin- a "or2sheet of ten 5uestions that allo"ed the students to use the comma
rules in dates and places. 0he students needed to score @ out of (A on this assi-nment. (AAB of the students
demonstrated an accepta+le comprehension of the content s2ill that "as presented. #ost of the students
scored a C out of (A3 or (A out of (A.
D. <o" "ill you help the students "ho did not demonstrate ade5uate comprehension of content and>or the s2ill
development6 <o" "ill you enrich the ones "ho have mastered the content and>or s2ills6
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!or those "ho did not master the s2ill 1 "ould pull them durin- small -roups>center time and further help
them "ith the concepts. 1 "ill also implement the lesson into the center activities so they "ill -ain more
practice that "ay. 1 "ill enrich the students "ho have mastered the concepts +y addin- an e4tra rule for
them to use "hen "ritin- their sentences and usin- commas. 1 "ill have e4tra activities that they could
"or2 on that allo" them to further their 2no"led-e.
Professional Goals/SMART Objectives:
(. Ee-innin- "ith LEON # (3 identify % professional -oals you "ill "or2 on to improve your ne4t lesson
presentation. 0hese professional -oals should +e +ased on your Clinical Educators Lesson Plan
Presentation Evaluation and your self&reflection.
%. $evelop these -oals into #A=0 o+,ectives "ith measurea+le outcomes and identify the strate-y or strate-ies you
"ill use to accomplish your -oals durin- your ne4t placement durin- E0P 11.
:. All 1 ratings on the lesson plan presentation evalation M!ST have a professional goal" SMART
Objective an# strategies for i$prove$ent liste#%
). =emem+er these are professional -oals !O= FOG to consider for FOG=EL!. 0hey A=E NO0 for your
students. 0hese are -oals to follo" even after your final lesson is completed.
!se the for$at provi#e# belo&:
'or (esson ) 1
1* Professional Goal:
SMART Objective:
Strategies for Improvement:
+* Professional Goal:
SMART Objective:
Strategies for Improvement:
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