The reason why I chose this lesson is that it was the second lesson after Ethan and I

began working on fractions. He has yet to show proficiency so far in solving equivalent
fractions therefore I believed this would be a proper lesson to demonstrate scaffolding
and show the target student working hard to understand concepts. The focus of my
analysis is on getting Ethan ready to learn in a timely fashion by utilizing teaching
strategies I have learned throughout this semester on how to redirect students back to
the content at hand. I practised using several one-liners that Val has taught me in our
classroom management course as well as when crafting my lesson, seeking clear and
easy transitions between slides, concepts, and discussion. Meeting with Ethan at the
end of his school day has repeatedly shown to cause issues with the target students’
attention on the content and, and the distractions of a loud classroom environment
surrounding him. We also focused on getting him to learn the new concepts of equivalent
fractions. In previous conversations with the target students on what he would like to
build proficiency upon, one of his main statements was his ability to comprehend and
utilize the concept of equivalent fractions. Since we did a pre-lesson to this lesson, the
base ideas and concepts of equivalent fractions have been excluded from the submitted
video part.

In my reflection of how the lesson went, due to time constraints, we did not get to make it
all the way through the lesson, however, we had a good time chatting before the lesson
and once we got to the scheduled content the target student demonstrated true
engagement and interest in the topic. I typically will send along a small bag of candy with
Val Capel or Alyssa Meier that incorporates the lesson. So for the lesson that we
were working with today, we used Airhead extreme rainbow belt candy. Ethan and I
shared a common liking to this candy, and I couldn’t think of a better idea than to craft a
lesson centred around equivalent fractions and a candy that can be broken down into 5
different pieces from one whole. Perfect for fractions!

After viewing the video of myself teaching the lesson” I have learned a great deal about my
teaching techniques and tendencies. I struggle at times with getting to the lesson, as I find,
myself engulfed in small talk before jumping to the lesson. It is difficult because in a normal
setting it would be fine to chat for a moment, however, in the time-sensitive case that is our
Hamilton math intervention time, every minute counts, as typically the child will enter the google
meets appointment fifteen to twenty minutes late which is unfortunate. In regards to goals that I
have for myself in the future, (I would like to improve on my management of time, it is so difficult
to gage, how much time I will truly have though, typically I have anywhere between, five and
twenty minutes to teach the lesson. When planning a lesson it is very difficult to cram content
efficiently within that small of a window and maintain and foster a relationship with the target
student. Something that I have begun doing in the past months is trialling all the lessons that I
have crafted for my target student, I have done this by sharing the documents that we will be
reviewing within our Math Intervention time with my personal Gmail account, and ensuring all
the links work and the functions of pear deck are working as expected. Another Goal that I could
set for myself would be to reiterate basic concepts at the beginning of each lesson, such as
defining equivalent fractions and the concepts that we will be discussing within the lesson. This
will ensure that the target student is thoroughly engaged and up to speed on the content to
which the lesson covers.