Reflective Teaching Journal

Riley Lathrop

Date of Lesson: June 14th, 2019 Unit: Unit 2 “My Relationships”

Lesson Taught: Unit 2, Lesson 4
Overview of the class (content and pedagogy)
● Clapping patterns
● High/low pattern game
● Body chain in a circle
● “My hand your hand” vocalizations around the circle, choosing body parts
● Write “my hand, your hand” in books
● Reflection: “I am special because ____________”
● “5 little ducks” song

Pre-Class Reflection
1. What will I offer to my students today?
Today I will offer my students my own motivation towards their learning outcomes. I will
offer adaptability to what students need in the moment, and knowledge that what I had
planned is not always the most important for the given moment.
2. What am I most looking forward to for class today?
I am most looking forward to having students answer for the first time “I am special
because _________”
a. What am I most concerned about? (Do I need a strategy for this concern?)
I am concerned about the energy students may have on this Friday which is also occurring
in the afternoon. I wonder if Friday has the same energy from students I have experienced
from children at home, or the same energy I remember from elementary school. I will go
into class with an open mind that is aware that movement may be needed to be even more
guided today, and students may need more guidance to stay on task. I can adapt by being
ready to do repeatable rhythms often, or take song breaks if students are not on track.
3. What am I most curious about class today?
I am curious how students will be able to adapt to the introduction of middle level, and
whether our practice of high/low will help them have a strong foundation for adding
middle level.
4. What is a positive affirmation I can give myself today to guide myself in teaching
with passion and success?
I am a teacher who focuses on students’ needs in the moment.
5. Additional Thoughts

Post-Class Reflection

1. What went well? Why?

● Today, I introduced the concept of “my” and “your” for the first time, and students

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 went around the circle saying the phrase “my hand, your hand” before going around
to choose a body part to insert “my” and “your” into. Vocalizing four words in a row
for students is not something that I frequently ask for students to do in class. I was
impressed and surprised with the level the students were in relation to vocalizing
four words in a row. Students spoke softly during this, however I saw this as a
challenge for students and I could tell this was a challenge because the students who
are often unfocused were focused on listening to others because they knew it would
be their turn to say this longer, challenging phrase.
● Reflections today were based in a new reflection question for students. Students
were answering “I am special because ________.” Not only were students engaged in
this, but students were able to answer this question with something specific to
them. While many students did write about English, some students wrote about
their own selves. In an English class, this may be a question they have never been
asked. This may be because English classes often only communicate between
students and teachers in the English language. Even asking the question in
Indonesian provides students with the knowledge that English class could have
goals beyond perfect English acquisition.
● Something that went well today was surrounding a student named Rapa. Rapa has
trouble listening, and even when making eye contact he is unresponsive in any way
(facial expression, body language, vocalization). Rapa often will not come in after
break, or will run out and begin biking around the yard in the middle of class. He
also shows a lack of physical control over his body, because he hits me often without
intention of harm. He does hit others with seemingly an intent to harm. Rapa, when
in the circle for the activity, will plow into other students or scream randomly.
Today, Rapa was in the circle while we were singing “five little ducks” and he was
singing along and moving his body with the rest of the class. This was a large stride
for Rapa. While he has some days that are different from others, today held a
moment for Rapa that he was successful in. I told him he was doing a good job. This
makes me reflect on the repetition of the song we were singing, and how since he
knew the words he could move along with the words. Both the song in itself is
predictable and the song as an ending to class is predictable. Rapa may need more
predictability and structure than others. Transitions have also been difficult for
Rapa. When I ask students to create a circle, he often will not join or will harm
others on his way. Today, I did not wait for Rapa to enter the circle. I began singing,
and then he did join in.

b. When were the students most engaged? Why?

● One moment students were most engaged in today was the singing of “five little
ducks.” I believe this is because students today were able to sing more on their own
through me omitting my own singing. I began each verse with them, however I then
wanted to see how much of the song they knew. Even when students blurred some
English words together or said something that was similar to the lyrics, students
sang with confidence. When speaking, students do not show this amount of
confidence with making mistakes. Within song that students are singing with other
students, they were willing to be confident with mistakes. I wonder if students feel
more comfortable making mistakes because other students are speaking with them,

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 because there is a tune to the song, or both.
C. What was my best teaching moment? Why?
● One of my best teaching moments today was during the body chain. The body chain
in the past has brought me stress because it has not worked as well as I imagined.
Students have trouble remaining connected, and also have difficulty touching one
another with care. Students also have difficulty vocalizing the word (many can
vocalize a body part however). Today in the middle of practicing the body chain, I
realized this was not working and I realized in the moment this should be the last
time, after three days, we try the body chain as a class. Rather than ending our body
chain on a rushed, stressed, negative note, I made the rest of the body chain silly and
fun, and students found humor in moving around the circle even when we were not
exactly following the directions. Students found humor in connecting their nose to
one another, or found it silly to say the body part and not connect it. I gave into this
today because I knew students were enjoying this moment, and students had been
productive the rest of the class thus far. I also wanted students to remember this as
something that helped them learn body parts, however not end in a memory of the
teacher being disappointed in them. About half of the students successfully
connected and vocalized a body part, which was a success for the class. I decided to
celebrate this rather than become upset with them.
2. What were challenges that arose?
a. What did I do in the moment to adapt (or not) to the challenge?
b. What is a strategy that could help adapt to this challenge in the future?
● Today, I had planned on adding middle level to the levels students were exploring. I
noticed that today, students were struggling with even doing the pattern of
high/low, which we had practiced many times in previous classes. In the moment, I
made the decision to not add middle level to the mix today. I reviewed high and low
with the class so students could remain within their developmental progression that
I observed this day. This relates to the idea that while there is progression
throughout a class, not every class will be equal in productivity. Some days may
require more review while other days students are able to learn much new material.
This helped me learn to approach each day with an open mind and knowledge that
each day brings a new energy. While there are larger goals for students, each day
may not be an equal stride towards this goal. With different students coming in each
day as well, each day has a different dynamic. Even one student missing can alter the
entire class’s energy.
● A challenge today that arose was within the body chain. I realized that the body
chain can be an activity that we may not revisit. I have learned from this that it is
important to try things multiple times even if the result is not perfect execution
from students. Although this was not the students’ most successful collaboration, it
was effective to try this multiple times because students now did know how and
what to do, even if not executed effectively. Students showed they knew to say a
different body part around the circle, yet the connection was not working. I will use
this information to adapt to future classes and focus on personal space and safe
touch.
When were students least engaged? Why?
● Students were least engaged in the body chain, and I believe it is because we were

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 standing too close to one another to create body shapes, and students also did not
want to hold the connection for a long time. I connected my knee to the student next
to me to start the body chain and even I lost my connection and did not even realize
it until I realized I had gone back to standing. I will adapt this information into
future classes through teaching students guided practices that introduce touch yet
for shorter time periods.

3. How did students respond to each piece of the lesson? (verbally and nonverbally)
Today, students responded to most portions of the lesson with a silly energy, yet engaged
within what they were doing. Although today was not the day to introduce new concepts,
today fewer students ran out of class and because today I focused on keeping the activity
moving and focused on the students who were engaged with me. During the high/low
game, students were struggling to create the pattern, however students were moving their
bodies and remained within the circle. Although the actual outcome was not completed
fully, the students did progress towards their pattern simply from being together in a circle
and moving their bodies.
● Reflections: I am special because ____________ (question and answer in Indonesian)
Kusuma: Because I am the champion
Sukma: study together with friends in the class
Mingita: study together with friends in the class, my English getting better
Angaa: Because I am become smarter
Ayu: studying English and writing
Mei: I taught by Miss Riley and Miss Thao
Bagus: learn body parts in English
Pande: because I got gives and food
April: My English smarter
Widi: I am happy because I got gives
Putu: English and football
Chasya: with friends in the class learn English
Ola: with friends in the class, My English getting better
Rapa: Because I got gives
Theo: Because been teached by Miss Riley and get gives
Bima: Because I got gives, I can learn English
Kiki: I got gift, I can play football
Dwi: I am happy because I had been teached by Riley and Thao
Mita: because they give me something often
I find it interesting that students responded with an answer surrounding English language,
even though the question was about themselves. There is also a common theme of
including friends in why the individual is special, which makes me think about how
community ties into individuality in their culture. I wonder if they were answering this in a
class that was not an English class, would students still respond the same way? I want to tie
this question into a larger exploration of the body and the self, and take words students are
using in Indonesian to guide my English vocabulary words for them.
4. What is the relationship between the content and pedagogy of the original lesson
plan and what actually occurred? Why?

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 How was modifying the original lesson plan content and/or pedagogy effective (or
ineffective) and why?
● Throughout the lessons, I have been using the outline of my lesson yet I am growing
my ability to change the lesson order as needed. If students are restless in their
seats, I may redirect them with clapping patterns or I may have students sing a song.
Lesson plans are a way to prepare for the class, yet teaching comes in reactions to
the moments rather than remaining exactly to plan.
5. How did students progress towards their student learning outcome? What evidence
do I have?
● The new reflection question was an important aspect of class today. Students all
answered the question without asking me what to do when given the slip of paper. I
told them to write their answers, and students knew to answer the question rather
than copy the question. This shows students are shifting from a mindset of constant
copying to problem solving and finding their own answers to the question.
● Another way students progressed towards their learning outcomes were by going
around the circle and vocalizing the phrases “my” and “your.” This was an
introduction that impressed me, because students were able to apply the two new
words to various body parts. I heard individual students vocalize these words.
6. Were there any moments that were a big surprise? (teaching methods or student
response)
● I was surprised in the regression today that there was surrounding the high/low
pattern. When first introduced, students were challenged significantly with this.
However, as classes progressed students became proficient in the pattern creation.
Today, students were less able to identify the level of who came before them, or
were not able to apply the level that came next in the pattern. I was surprised by
this, because this day was not a day that was particularly challenging in terms of
behavior in the class. Students were engaged in the circle, however not engaged
with the actual activity as much as they have been in the past. This may have been
caused by having a different attendance. Since each day is slightly different in
attendance, the students create a new and unique energy each day. This means
some students have practiced the level game more than other students.
7. How did I provide feedback to students?
How did I differentiate for students? (special need, level/ability, etc.)
How effective or ineffective was the feedback?
● Today I focused on thanking students, yet making it obvious to the entire class that I
was thanking certain students. I made this choice so students could reflect upon
why certain students were being thanked, and use their observation skills to assess
their environment.
8. How did I create or reinforce a safe learning environment for students?
● One way I empowered an environment that may have helped students feel
comfortable to take risks was by participating in yet watching our “in and out of”
circle movement phrase. I began to allow students to lead this movement phrase
today. I cued students through my movement yet gave students the opportunity to
vocalize the phrase. This shifted students to rely on one another rather than just me.
I saw students look to one another for what came next, which made me see progress

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 towards collaboration as a class.
9. What was my own inner attitude and energy towards coming into class today?
(nervous, excited, tired, stressed, etc) And, How did/could it affect students and
teaching ?
● I was excited to come to class today, and I felt the energy to end the week on a
positive note with students. I wanted to leave for the weekend with a joyful self and
also knowing that students were joyful. This allowed me to focus on finding how
students can be both productive and happy, and bring my own joy into class. I was
able to shift stress into joy or silliness in class.
10. How did I apply what I learned in my previous class to today?
a. How did it impact my teaching?
b. How did it impact student learning/engagement?
● Today, I implemented the concept of “my” and “yours” into class because I noticed
students have limited boundaries when interacting with one another in and out of
class. When learning about the body, it is important to differentiate one’s own body
with the body of another. It is also important for students to learn that their body
belongs to them.
11. How will I use the information I learned in class today to guide tomorrow’s class?
● Kinesphere will be an exploration in future classes. Reach space could also be
explored to help students learn about boundaries and expand upon the idea of mine
and yours.
12. Additional Thoughts
Photos below

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