Courtney Wenstrom

ELD 375: Lesson Reflection

Dr. Bulgar
April 27, 2011

Daily Math Lesson Reflection

Throughout the semester in the field, Erin and myself have taken over the

daily math lesson, eventually ending with teaching the whole thing. This consists of

a few different centers, based on telling time and counting money. The students are

asked to make predictions about what they think the number on the calendar will

be, or how to make a specific amount of money for the day. Although this lesson

was given to us by our cooperating teacher, we tried our best to personalize it and

make it the best it could be for what we wanted to get out of it.

I think that there were a few things I tried to progressively work on as the

semester went on, dealing with this lesson. One of the biggest things was that I

wanted to make sure that I was calling on different kids, and not just the ones that

raised their hands first. By the end, I even said “Anyone that hasn’t said anything yet

want to?”. I also used different words when their predictions or “explosions” were

incorrect. Instead of just saying no, I asked them to try and explain it, and most of

the time they were catch their mistake themselves. Also, as the time in the

classroom progressed, I added different questions in the lesson that they were not

used to. Because the lesson is daily, they hear the same things everyday and begin

to get used to a schedule. I added things like manipulatives, to show that they

understand how to make certain amounts of money, and I also asked them to tell me

how much money would be left if I paid with a certain denomination. It really mixed

things up, and brought their learning to a different level.

 On the down side, I think I could have increased my classroom management

skills a little better when teaching these lessons. In the beginning of it, I noticed that

a select few students would not pay attention and would begin to talk to their

friends. Instead of stopping the lesson and saying something to them I just ignored

it, which may have been a bad choice. It sometimes was distracting, and the other

students didn’t appreciate it. I could have somehow used more students’

participation within the activity, to increase the engagement.

In pertaining to this daily lesson, this could be used as a basis for future

center teaching. Since the students seem like they like the activities in this overall, I

could add more to it, and make it into a new lesson. With still using the clock and

calendar, more elements of learning could be introduced to make it more of a

surprise and less scheduled for the class. Considering they are learning longer

addition and subtraction problems involving trading, there can be a center added to

review these skills. The overall goal could just to incorporate more learning into

this lesson, and not make it so routine as it is now.

All in all, the daily lesson is a very effective way of reviewing basic

mathematics skills. Although there are some things to edit, as discussed earlier, it

plays a good role in calendar and counting money. The students enjoy that they

know what is going to be asked, and this lesson brings about the most hands to

volunteer to answer, because they have some preparation for it. This could evolve

into a great center lesson if properly prepared and adjusted, and made into an even

better tool for the class in the future.