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Reflection 3

The document summarizes the student's reflection of their day observing a third grade classroom. It describes several activities that took place throughout the day including a math lesson with multiplication problems, a science lesson on states of matter, and a mini-writing lesson for struggling students. The reflection highlights how the student assisted students and provided support to both the teacher and students during lessons. It also notes the positive relationships being developed between the student, teacher, and classmates over the course of their field experience observations.

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113 views3 pages

Reflection 3

The document summarizes the student's reflection of their day observing a third grade classroom. It describes several activities that took place throughout the day including a math lesson with multiplication problems, a science lesson on states of matter, and a mini-writing lesson for struggling students. The reflection highlights how the student assisted students and provided support to both the teacher and students during lessons. It also notes the positive relationships being developed between the student, teacher, and classmates over the course of their field experience observations.

Uploaded by

api-628146149
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reflection 3

I had a great day today at Alice Carlson with my third-graders and teacher, Cara. The

students began their days with a mathematics lesson where they had to solve multiplication

problems in a chart with a one-minute timer. I could tell this activity was stressful for the

students, and I had to prevent a few students from cheating or starting the multiplication chart

before the timer went off. The students were then asked to work independently in their math

notebooks while Cara and I walked around to students who raised their hands and had

multiplication questions. Some of the main struggles included that students had difficulty reading

the word problems, so they struggled to figure out the multiplication equation. A few friends in

my classroom get frustrated very easily and explain that they feel “stuck” on one of the

problems, which causes them to want to give up. I patiently and kindly remind them they are

capable and knowledgeable learners and have the tools to complete the problem. I also remind

them that I am here to assist them, but I also push them to try and meet as much as they can

individually.

After the math lesson, Cara taught a science lesson about liquids, gasses, and solids. She

showed the class a video on the differences and how these elements can change based on

changes in temperature (heating and cooling). There were multiple behavior issues during the

video, such as students pushing each other and shouting when lying on the carpet. Cara and I

politely asked the students to stay on task and tried to keep them engaged with the educational

video.

Following the science lesson, I had the opportunity to attend another PLC Meeting with

Cara. We followed the meeting by engaging in another class discussion in which the students

expressed their daily compliments and celebrations. The students passed around a stuffed animal
dragon and gave shoutouts and compliments to other students. Almost all the students gave

compliments, and only a few decided to pass for the day. I want to take the Class Meeting into

my future classroom as the meeting develops social-emotional learning by allowing students to

think critically about their feelings and emotions. Cara then asked the students if there were any

whole-class problems they had witnessed. Some rules for discussing classroom issues are that

students cannot call out other students one-on-one and are not able to include student names.

These rules ensure that no one is bullied or harassed and that one-on-one conflicts can be

handled privately. One example of a classroom problem includes that some students believed

they were not receiving help at their tables regarding the math assignments. Cara asked students

to raise their hands and state solutions they thought would solve the problem of classmates

feeling they had not received help. One of the students said that the person at the table that

finishes their assignment first should then assist the other classmates at their table. Another

student said they should hang posters explaining the importance of helping others.

I was then able to conduct a Mini-Lesson in a small group setting for students who were

struggling with their writing assignments. The students wrote a story about their favorite place or

location, including characters, plot, and setting. To conduct self-awareness and integrate goal

setting, I created a lesson that allowed students to check their work and ensure they were hitting

the learning goal. I made a rubric that allowed the struggling students to reflect on their writing

and assess themselves to ensure they were hitting the assigned goals. The students could check

“Completed,” “I’m Working On It,” or “Not Yet” for each learning target. I began the lesson by

explaining the importance of using a rubric (self-assessment), how to use it, and how they can

use it to edit their writing. I then asked the students to work independently while sitting at a

round table in the back of the classroom. I sat at the table and answered individualized questions
for students who needed help. Some of the students struggled to read some words on the rubric. I

assisted these students and made sure that students were looking back on their writing. The

students were supposed to self-assess their writing and ensure they were hitting key goals, such

as making sure they incorporated writing elements such as adding details, having a

beginning-middle-end, and containing characters. The students would then go back into their

writing with the red pen they used when completing their rubric to add missing elements. I think

the students benefited from this lesson and could use the resources I provided (a rubric, their

writing sample, red pens) to make their writing clearer. The students could better understand a

rubric and understand the expectations of the assignment so they could be successful.

Overall, I had a great day at Alice Carlson and enjoyed meeting with Shondra to describe

my field experience over the past three weeks. I believe that I am developing a closer

relationship with Cara and the students. I am excited to complete another mini-lesson next class

and think of ideas for my big lesson plan. I am grateful for the opportunity to observe and

interact in the classroom with students who feel excited to see me. I could also take papers home

to grade and spend two hours grading multiple spelling tests, science activities, and math lessons.

I am glad these will contribute to my separate interaction hours! I feel comfort knowing that the

students are starting to feel more comfortable with me and get very excited when they know I am

coming to their classroom. I feel supported, encouraged, and safe in this classroom environment.

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