Field Experience 3 - Delaney Dillard

Clay Middle School - February 23, 2024

Description of Critical Incident

Choose an incident that is complex and likely to draw you into an exploration of ideas, beliefs, and dispositions you have learned about in your teacher
education classes.

This week, my critical incident comes from Ms. Grace’s 6th-grade math class. The lesson delved into the nuanced concepts of mean, median, mode, and
range, with Ms. Grace orchestrating an interactive and dynamic learning experience for her students. Employing a repertoire of instructional strategies,
she skillfully navigated the complexities of mathematical concepts, ensuring her students were not only intellectually stimulated but also fully engaged in
the learning process. Through the strategic use of resources such as her class set of calculators, Ms. Grace empowered her students to explore
mathematical principles hands-on, fostering a deeper understanding of the subject matter. Moreover, her incorporation of doodle notes, a visually
stimulating method of note-taking, captivated the attention of her young learners, transforming the classroom into a hub of creativity and exploration.

As the lesson unfolded, Ms. Grace’s pedagogical prowess was evident in her adept management of classroom dynamics. Clear and concise verbal cues
guided students through the intricacies of mathematical calculations, while simultaneously promoting a sense of autonomy and ownership over their
learning. The classroom environment was respectful and well-managed, as students participated in discussions and activities under Ms. Grace’s guidance.
The physical space itself became a conduit for learning, adorned with educational posters and visual aids that served as constant reminders of
mathematical concepts and classroom procedures. Through her meticulous attention to detail, Ms. Grace fostered an atmosphere conducive to academic
growth and personal development.

Feelings

ENGAGED IMPRESSED REFLECTIVE

Thoughts

In this section, describe your initial thoughts and opinions in relation to the description and feelings you provided in Sections A and B
In reflecting on the observation of Ms. Grace’s class, I admired the effectiveness of her instructional techniques, such as providing clear instructions,
utilizing resources like doodle notes, and giving students time to ask questions and work independently. These strategies contributed to a positive
learning environment where students were actively engaged and focused on the task at hand.

Make Connections to Your Thinking

1. What went well? What didn’t go so well? What do I want to do the same/differently next time?

1. What went well?

a. Ms. Grace’s structured approach to teaching math concepts effectively engaged students and promoted understanding of mean,
median, mode, and range.
b. The use of resources like doodle notes and the class set of calculators supported student learning and provided opportunities for visual
and hands-on engagement.
2. What didn’t go so well?
a. While the observation was largely positive, there may have been missed opportunities for explicit connections to real-world applications
of math concepts
b. Some students may have benefited from additional scaffolding or support, particularly those who struggled with the concepts being
taught
3. What do I want to do the same/differently next time?
a. Next time, I aim to incorporate more real-world examples and applications into math lessons, similar to what was observed in Ms.
Grace’s class.
b. I also want to explore ways to provide additional support and scaffolding for students who may require it to ensure equitable access to
learning opportunities.

2. Make at least one connection to personal experience, other texts you’ve read, and/or what you know about schools.

Drawing from personal experience, I recognize the importance of creating a supportive learning environment where students feel empowered to engage
actively in their learning, similar to what was observed in Ms. Grace’s class.

3. Expand on five High Leverage Practices or more you chose to use in your write up by telling which one, how you used it and what your thinking was in
choosing this for your student/students.

1. Classroom Management: Ms. Grace effectively managed her classroom by providing clear instructions, utilizing resources like doodle notes and
 maintaining a structure learning environment
2. Differentiated Instruction: Ms. Grace differentiated instruction to meet diverse student needs, providing opportunities for visual and hands-on
engagement through resources like doodle notes and calculators.
3. Formative Assessment: Ms. Grace used verbal cues and reminders during instruction as formative assessment strategies to gauge student
understanding and adjust instruction accordingly.
4. Student Engagement: The interactive instructional strategies employed by Ms. Grace, such as doodle notes and providing time for questions and
independent work, promoted student engagement and participation in learning.
5. Feedback: Ms. Grace provided verbal feedback to students during the lesson, such as asking for vocabulary clarification and reminding them to
use resources like paper when solving problems. This feedback helped students stay on track and ensured that they were following instructions
effectively.

4. Professional Next Steps

1. How did the classroom environment impact student learning?

a. The classroom environment in Ms. Grace’s math class played a pivotal role in shaping student learning experiences. The structured
routines and procedures implemented by Ms. Grace created a sense of predictability and security, allowing students to focus their energy
on academic tasks. Clear instructions and visible agendas provided a roadmap for learning, while resources such as doodle notes and
calculators facilitated active engagement and comprehension of mathematical concepts. Moreover, the physical space was carefully
curated to promote learning, with educational posters and reminders strategically displayed to reinforce key concepts. By fostering an
environment that prioritizes organization, engagement, and participation, Ms. Grace’s classroom environment undoubtedly
contributed to the overall success of student learning outcomes.
2. Do kids like being in the classroom?
a. Evident from the vibrant atmosphere and enthusiastic participation, students thoroughly enjoyed being in Ms. Grace’s classroom. Their
active engagement in learning activities and willingness to participate in discussions indicated a genuine enjoyment of the classroom
environment. The use of interactive instructional strategies, such as doodle notes and opportunities for independent work, likely
contributed to this sense of enjoyment by providing students with varied and stimulating learning experiences. Additionally, the
supportive and inclusive atmosphere cultivated by Ms. Grace fostered a sense of belonging and comfort among students, further
enhancing their overall experience in the classroom. Through her intentional efforts to create a positive learning environment, Ms.
Grace successfully cultivated a space where students not only learned but also thrived.
3. Does the teacher/you have fun with kids and is she peaceful in how she interacts with kids?
a. In her interactions with students, Ms. Grace exuded a peaceful demeanor, which significantly influenced the classroom dynamic. Her
clear approachability and warmth created a welcoming atmosphere where students felt comfortable expressing themselves and engaging
 in learning activities. Ms. Grace’s use of humor, encouragement, and opportunities for student input fostered positive teacher-student
relationships built on mutual respect and collaboration. Moreover, her ability to maintain a sense of calm and composure, even when
students might have been challenging her patience, contributed to a harmonious classroom environment conducive to learning. Overall,
Ms. Grace’s interactions with students exemplified the qualities of an effective educator who prioritizes student well-being and fosters a
positive learning environment through peaceful and respectful interactions.

Raw Notes:
02/23/24
➔ 9:30-10:30 // 6th Grade Math // Ms. Grace
◆ Period On: Math 6
● Working on mean, median, mode, and range
● Resources: class set of calculators
● Agenda on board
● “Show you in the book, then show you on the board”
● Doodlenotes (students color while they learn)
● “What word was that?” <- asking students for vocab
● Writing variables in a different color
● “You have about 10 minutes …” <- sharing time frame
● Give hw time (Aleks)
● Grading scale: no A+ (93-100% = a) (on wall for student access)
● Gives students time to ask questions and work while focused
● Reminding them to use paper (don’t try to be too smart - use your resources)
● Environment: posters are educational (showing steps/procedure)
● Reminders of vocab while they work
● “We are two minutes from dismissal.” <- time reminder followed by procedure reminder
◆ Period Two: Core Plus
 ● Slides on screen with things you can be working on
● Go over slide by slide
● Wandering around room for help
● Charger rental - 10 Clay Credits
➔ 10:30-11:00 // 7th Grade MLL // Mrs. Mehl
◆ past/present tense verb circle
◆ ENVIRONMENT: no overhead lights
◆ Joz speaks Spanish with students - they feel comfortable
◆ MLL PBL Project
● Pre-assigned groups
● Using materials that have been read
● Short intro: just the question
● “Transition” <- define, photo to explain
● “What do you want to know about the project?”
● “What is a question you could ask?”
● Jokes with students
● Pivots well when an activity isn’t working