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Running Head: Hall_ C_Journal Assignment M5_Reflection

ggInstructions for Journal Assignment


 Steps for Columns
o Observation Column: Make observation notes in this form related to a teaching
video uploaded in Edthena
 Identify/describe 3 to 5 observations that relate to this week’s journal
topic
o Meaning Column: Review the observation notes and write your thoughts about
what you observed. In other words, what does what you saw and wrote make
you think of?
o Research Column: Note the research that confirms or refutes your thinking,
using APA in text citations for each thought comment and/or observation, e.g.
(Author, date, pg.)

Teaching video name: Teaching Video Social Date: 10/16/18


Skills
Observation Meaning Research
04:19 - I need to work on In the future, I will set a
Charteris, J., & Smardon, D.
transitioning from one area to timer and establish (2013) Second Look –
another. I felt like it took too long.
designated seats. Second Think: A Fresh Look
at Video to Support Dialogic
Feedback in peer coaching.
Professional Development in
Education 39(2) p. 168-185
16:21 - I am not addressing the E. benefits from a calm Charteris, J., & Smardon, D.
student who is not sitting safely. I teacher in close proximity. (2013) Second Look –
will make sure E. sits near me on
the rug next time. He can shut down when Second Think: A Fresh Look
people raise their voice at at Video to Support Dialogic
him. Feedback in peer coaching.
Professional Development in
Education 39(2) p. 168-185
28:24 - I really enjoyed watching The students were able to Ermeling, B. A., Hiebert, J.,
students who are normally lead this assignment with & Gallimore, R. (2015) “Best
introverts participate in the skits.
They taught me a lot about how very little guidance from Practices”-The Enemy of
capable they are. me. Better Teaching.
Educational Leadership
72(8) p.48-53
08:33 - I enjoyed the video; it The video was an audio- Stiggins, R.J., Arter, J.A.,
kept the children engaged. The visual masterpiece due to its Chappuis, J., & Chappuis, S.
website I used was
https://thecompassionproject.com simplicity and accurate (2007) Classroom
explanation. The children Assessment for Student
quickly understood the Learning. Upper Saddle
River, New Jersey: Pearson
Running Head: Hall_ C_Journal Assignment M5_Reflection

meeting and were able to


explain it in their own way.
24:19 - The students took the The kids went beyond what Ermeling, B. A., Hiebert, J.,
initiative to assist with props. I was asked of them. They & Gallimore, R. (2015) “Best
thought it was fantastic how it
became a student led lesson pitched in and assisted their Practices”-The Enemy of
right before my eyes. peers. They had an organic Better Teaching.
moment of collaboration. Educational Leadership
72(8) p.48-53

Describe
The social skills lesson plan assignment included a video from The Compassion
Project. I then created discussion questions that allowed the students to put what
collaboration means into their own words. Next, I gave them a scenario and they
created a skit to explain what compassion means to them. Finally, I found a website
that puts them in different social situations and they have to figure out the best
outcome. Although I intended for this lesson to be completed in one day, I soon
realized the lesson is actually a 60 minute plan in practice.

Synthesize
This week I utilized a curriculum program that was not vetted by educational
journals. I recalled the article that explained how best practices could stifle
innovation (Ermeling, Hiebert, & Gallimore, 2015). With that knowledge in mind, I
decided to give The Compassion Project a try. The original social skill I worked on
was aligned with my subject area. The week before the compassion lesson, I
introduced netiquette (internet etiquette), which was a successful lesson that the
students enjoyed.

However, the classroom teachers felt I should go further. Due to my


collaboration skills, I worked in conjunction with my mentor teacher and some of the
general education teachers who provided me with the information to know what
social skills the students had challenges with. When I informed my co-workers about
this social skills lesson plan, they sprang into action with curriculum, data and
observations of their students (Charteris & Smardon, 2013). My colleagues and I
eventually came to a consensus that compassion and empathy are the social skills
that we should be teaching.

Take away
Reflecting back on this past week, I realized this lesson plan is one my top 5
most effective and most important, and we barely even used computers. I enjoyed
seeing the students lead the lesson and build their own self confidence in the
various roles they played in their production. I was not expecting such a favorable
response, especially from my techie students, who also evidently have hidden acting
abilities. Watching the students handle the props, act as narrators, and become
actors, with the least amount of assistance from me, was an enlightening moment. I
discovered it will benefit the students to incorporate social skills videos into our
Running Head: Hall_ C_Journal Assignment M5_Reflection

monthly units as a reminder of how to treat each other and themselves. Finally, this
lesson plan would not have been possible if it wasn’t for the comfortable and candid
atmosphere my co-workers and I fostered during this course.

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