This week at Drayton Hall I taught my second lesson. I felt like I had learned a lot from teaching my first lesson so I felt a lot more confident going into this lesson, especially with the behavioral expectations for the students. The lesson went well overall. The students really understood the lesson that I taught (on short and long I vowel) and they loved soring the words into the correct categories on the smart board. They also loved alphabetizing their spelling words on the smart board as I wrote them on the smary board and then they put them in order from one to ten. They listened well and loved the glueing part where they glued their sorted words down in their word sort. The only negative aspect of the lesson is that is was too long and I taught it on two seperate ideas which I think confused them. If I could go back, I would only do the lesson on sorting short and long I and I would just add more words to it.
Other than the lesson being too long it went so well. I know all of their names and I can tell that they feel comfortable with me teaching now and they have gotten used to having us in the classroom. I could tell that they liked doing something different and new as they had not done a word sort in class before!
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During my first lesson I used a lot of their names while speaking to them and they seemed very impressed by that. I think it also put them at ease with me because since I knew their names it showed that I payed attention to them, and that I cared about them. My second lesson is this coming week and I am also much more relaxed this time around. I feel I know what to expect from the students and I feel that they also know what to expect from me. We will see how it goes!
ReplyDeleteWell, since I am in the class with my students everyday, they are use to seeing me teaching my small groups and helping them during instructional time. However, during my lessons, I do tend to go into overtime. I guess I get so envolved in the teaching, I just loose track of time. To help me with this problem, I have started using a timer. So far it has been working pretty well for me. In the morings before lunch, I have been able to work with two of my level groups for about 35 minutes. During this time, we would read, discuss our response questions, and vocabulary study. The students love to go up to the white board and record their answers with the different colored markers.
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