REFLECTIONS

Hannah Dudenbostel First-Grade Student Teacher 3/10-15/2014

KNOWING THAT I STRUGGLE TO TEACH MATHEMATICS IN A SYSTEMATIC AND COHERENT WAY, I PLANNED A WEEK-LONG REFLECTIVE STUDY OF MYSELF AS A MATH TEACHER. IN THIS DOCUMENT, I REFLECT ON MY TEACHING PRACTICES AND STUDENT LEARNING. THE GOAL OF THIS STUDY IS TO HELP ME BECOME A BETTER MATHEMATICS TEACHER. IN THIS STUDY, I RESEARCH BEST PRACTICES, IMPLEMENT THEM, AND REFELCT ON THE RESULTING STUDENT UNDERSTANDING.

DAY ONE
SUMMARY OF TEACHING EXPERIENCE AND STUDENT UNDERSTANDING We started out the lesson by counting by 25s (a preview for Thursdays lesson). Next, each student drew two triangles that were different from each other and we discussed the differences and similarities of our triangles. Finally, we used pattern blocks to explore the concept of fractions using triangles, hexagons, and more. The students did well staying on task today. I noticed that having partners and manipulatives as a combined strategy really helped those students who struggle with staying on task. Although my voice was loud enough, I needed to reteach some of the instructions that were given for the exploration that the students did. Also, I failed to give some of the information and had to stop students from their exploration to voice this information. When I used the white board as a visual when talking about different kinds of triangles, it really helped the students to follow the lesson.

LESSON OBJECTIVES
To provide for the exploration of various shapes of triangles To develop readiness for fractions

THINGS THAT WENT WELL

Used the white board as a visual when teaching about attributes of triangles Used manipulatives to explore geometry principles Voice was loud enough

THINGS TO IMPROVE
Give clear and concise directions/instructions Use technology to its full advantage Work with students at multiple levels of understanding

MY NEXT STEPS
Reflect on ratio of time spent re-teaching versus time spent teaching Research best practices for teaching mathematics Plan to differentiate instruction Use a visual (white board) when giving directions Analyze multiple intelligences being reached Analyze learning styles being reached

DAY TWO
SUMMARY OF TEACHING EXPERIENCE AND STUDENT UNDERSTANDING Todays math lesson was a game which used egg cartons and small objects as a way to practice addition. I began the lesson by explaining how to play the game. Then, I used Popsicle sticks to divide the students into partners. One thing I could have done different would have been to divide the partners based on skill and differentiated the game to meet each of the students individual needs. I had to reteach multiple aspects of the lesson. I should have modeled how to shake the egg carton. Also, I should have modeled how to write the number model on the chart.

LESSON OBJECTIVES
To provide practice with addition facts

THINGS THAT WENT WELL

Students were engaged in a game that reinforced their memory of addition facts Students collaborated as partners I had more tools available to challenge the gifted/talented students who potentially would have become bored

THINGS TO IMPROVE
Spend more time with original teaching to prevent reteaching the material Model the whole process of the game with a partner Give precise directions when passing out the materials for the game

MY NEXT STEPS
Video myself for how to better give directions Carefully read through articles on teaching math (bibliography included) Rate myself from 1-10 in each concept described in Effective Pedagogy of Mathematics article

RESPONSE TO MY NEXT STEPS

Provided ways to give students who were bored during game more of a challenge Wrote instructions on the white board.

DAY THREE
SUMMARY OF TEACHING EXPERIENCE AND STUDENT UNDERSTANDING I introduced the quarter today. We talked about what else the word quarter can stand for (clocks, football, measuring, etc). We observed the front and back of the quarter. Then, we worked with money problems as a whole group. Todays lesson did not run smoothly. I spent a lot of time trying to keep the students on task. If I got them engaged at the beginning of the lesson, it would have helped the whole lesson run smoother. The coin manipulatives seemed to take a lot more time than they were worth. I know that it is important for students to have the experience of physically counting coins and working with coins; so if I were to do it over I would still allow the students to use the manipulatives, but I would lay some ground rules and expectations before asking students to get the coins out. Not a lot of learning took place today.

LESSON OBJECTIVES
To provide experience finding the value of collections of quarters, dimes, nickels, and pennies; and showing money amounts with coins

THINGS THAT WENT WELL

Used math to figure out the date of when quarters were first issued really helped the students put that date into a perspective that they could relate to Used smart board technology as needed Connected concepts we were learning with concepts they already knew

THINGS TO IMPROVE
Classroom management-give the whole class a warning and then clip down if needed Use an anticipatory set for students Respond with more than just ok Take a minute to step back and look at the overall expressions and interest level of students

MY NEXT STEPS
Create an anticipatory set for tomorrow Create a list of possible responses that I could have used today, o Include in that list questions that I could have responded with

RESPONSE TO NEXT STEPS

I rated myself on the following principles on a scale of 1-10: o o o o o o o o o o Ethic of Care (9) Arranging for Learning (5); Analyze how learning is affected based on grouping Building on Students thinking (7); Provide more challenge to students who need it Worthwhile Tasks (5); Provide more open-ended challenges Making Connections (8) Assessment for Learning (9) Mathematical Communication (6) Mathematical Language (8) Tools & Representation (7) Teacher Knowledge (8)

DAY FOUR
SUMMARY OF TEACHING EXPERIENCE AND STUDENT UNDERSTANDING I was better prepared to teach todays math lesson. I began with an anticipatory set of giving each student a coin and challenging them to figure out how much money the whole class had. In doing this, the students had to work together to group themselves and line up in an order that would make counting easier to accomplish. After that, we practiced counting money through a variety of different ways. Assessment was done in small group today.

LESSON OBJECTIVES
To provide experience finding the value of collections of quarters, dimes, nickels, and pennies; and showing money amounts with coins

THINGS THAT WENT WELL

Responded to answers with another question or a remark other than just ok The anticipatory set went well, I did a good job of modeling how the challenge would look and addressed problems that they may have had prior to them having them. Made more efficient with time by using magnetic coins rather than writing the coins on the white board.

THINGS TO IMPROVE
Classroom management was weak, at times I need to address the whole class rather than individuals My enthusiasm was lacking

MY NEXT STEPS
Find creative ways to keep a closer proximity to students in the back row while continuing to teach my lesson Develop at least three open-ended problems/questions that allow the students to develop problem-solving skills Begin using white boards so that each student is accountable to work through a problem to find a solution Find a learning style inventory to give to students

RESPONSE TO NEXT STEPS

Possible responses to give students after they have solved a problem: How did you come up with that answer? Was that easy or hard to figure out? Nice work thinking that problem through! That was quick thinking! I like how you used your resources. Did you try thinking about it like this? Great! Lets try that again!

DAY FIVE
SUMMARY OF TEACHING EXPERIENCE AND STUDENT UNDERSTANDING Today we reviewed analog clocks and introduced digital clocks. The students did fairly well staying focused but I did need to issue a few verbal warnings. During my teaching today, I was struggling to figure out how to reword my questions in a way that the students would understand what I was saying. I was finally able to ask the question and scaffold them to the appropriate answer.

LESSON OBJECTIVES
To provide experience identifying the number of minutes around the face of an analog clock; and to introduce digital time

THINGS THAT WENT WELL

I began the lesson with an open-ended question of If you met someone who have never heard of or seen a clock before, what would you tell them about it. I did this to assess the students understanding of time as well as to provide for creative thinking from the students. Enforced the use of raising hands throughout the day Split the math journal page in half and allowed students who were done early to finish the second half as practice While I got ready for the next section of the math lesson, I had the students stand up and shake their wiggles out. This helped to get their focus back on the math lesson as they sat back down. Reteach time was minimal today Good follow up questions You almost said 60, what made you change your mind?

THINGS TO IMPROVE
Talk a little slower Think of a way to respond other than saying no Students are in the habit of talking amongst each other as soon as I am done talking, this needs to change. I could have written more on the board so I did not have to keep repeating myself Allow students who are doing a good job staying at their desks to clip up Give the students real-life stories for why what they are learning is important

MY NEXT STEPS
Administer the learning style inventory Analyze results from the inventory and adjust teaching as needed Angle the video so that I can see who does a good job staying on task throughout the lesson and who needs help Tally who I call on and how often, use popsicle sticks more often to call on students so that everyone gets a chance to answer

SUMMARY
As a result of this study, I have been able to identify specific parts of my teaching practices and classroom management that were in need of improvement. For example, I realized that I needed to give more positive feedback throughout the lesson. I have really grasped the value of giving students the chance to do some open-ended exploring and thinking. This really grabs their attention and curiosity and allows them to think critically about mathematical concepts. Simple techniques and procedures have helped my math lessons become more efficient and effective. I have learned to count down from five during transitions to keep the students on task, to provide specific instructions and demonstrations when using manipulatives, and to balance my instruction between auditory, visual, and kinesthetic experiences. Specific points of awareness through this study have been my use of technology and questioning techniques. After evaluating these points, I began planning for specific ways to improve them. For example, I began developing specific higher-level questions prior to each lesson. Completing the learning style survey was a great way to get to know my students as learners. My only regret was that I did not administer it sooner in the semester. After administering this survey, I began to notice more about the students abilities to learn and tools that can help them learn. I began to make a list of specific things that I can do to help students of all learning styles. I realized that a lot of students in the class are auditory learners. Between learning this and watching videos of myself, I realized how needed slowing my voice down and repeating myself as needed will help the auditory learners to better understand the lesson. Another very useful practice with this class has been allowing the students a chance to share their ideas out loud. A way that this can be done with the most efficient use of time is having the students share thoughts and ideas with a partner. Then, we discuss the concept again as a whole class to prevent misconceptions. An overall observation I have made is when my enthusiasm is the strongest, the most student learning takes place.

RESOURCES
Anthony, Glenda, and Margaret Walshaw. "Effective Pedagogy in Mathematics." Nzmaths.co.nz. International Academy of Education, n.d. Web. 11 Mar. 2014. <http://nzmaths.co.nz/sites/default/files/images/EdPractices_19.pdf>. Bell, Max. Everyday Mathematics. Chicago, IL: McGraw-Hill Education, 2012. Print. Protheroe, Nancy. "What Does Good Math Instruction Look Like?" NAESP. N.p., n.d. Web. 11 Mar. 2014. <http://www.naesp.org/>.