FIELD STUDY 2: PARTICIPATION AND TEACHING ASSISTANTSHIP

PARTICIPATION AND TEACHING ASSISTANTSHIP: CLASSROOM ENVIRONMENT AND

CONFLICT RESOLUTION STRATEGIES:

Observation Guide:

1. What did you do to make help the classroom organized and inviting?

As a student teacher, I organized the classroom by arranging furniture for collaboration, using clear
visuals and labeled materials, establishing routines, involving students in decor, and fostering a welcoming
atmosphere to create an inviting learning environment.

2. What do you suggest to make the classroom become more conducive to learning?

To make the classroom more conducive to learning, I suggest creating a structured yet flexible
environment, using diverse teaching methods to engage different learning styles, incorporating interactive
and hands-on activities, maintaining clear expectations, and fostering a positive, inclusive classroom
culture where all students feel valued and supported.

3. How does the teacher handle conflicts or disagreements among students?

As a student teacher, I would handle conflicts among students by first encouraging open
communication, guiding them to express their feelings and viewpoints respectfully. I would facilitate a
calm discussion to help them understand each other’s perspectives, promote problem-solving skills, and
encourage compromise or collaboration to resolve the issue.

4. What techniques are used to resolve issues in a constructive manner?

As a student teacher, you can resolve issues constructively by employing techniques such as active
listening, open communication, empathy, collaborative problem-solving, restorative practices, clear
expectations, role-playing, mindfulness, positive reinforcement, and follow-up.

5. What are your learnings as you observe the classroom environment?

As a student teacher observing the classroom environment, I’ve learned the importance of building
relationships, the impact of classroom management on student engagement, the value of differentiated
instruction to meet diverse needs, and how fostering a positive and inclusive atmosphere enhances learning
outcomes.

1
 PARTICIPATION AND TEACHING ASSISTANTSHIP: STUDENT ENGAGEMENT AND
PARTICIPATION
Observation Guide:

1. Are students actively participating in learning activities?

Yes, students are actively participating in learning activities; they engage enthusiastically in
discussions, collaborate effectively in group work, ask insightful questions, and demonstrate a strong
interest in the tasks at hand.

2. What instructional methods are used to keep students engaged?

Instructional methods such as interactive discussions, hands-on activities, collaborative projects,

technology integration, and varied assessments are used to keep students engaged.

3. How does the teacher encourage participation and maintain student interest during lessons?

The teacher encourages participation and maintains student interest during lessons by using
interactive questioning, incorporating diverse learning activities, providing positive feedback, and creating
a supportive and inclusive classroom environment.

4. What do you suggest to promote student involvement and enthusiasm?

To promote student involvement and enthusiasm, I suggest incorporating project-based learning,

using technology and multimedia, allowing for student choice in assignments, fostering a collaborative
atmosphere, and connecting lessons to real-world applications.

5. What are your learnings as you observe student engagement and participation in the classroom?
As I observe student engagement and participation in the classroom, I've learned that active
involvement enhances understanding, that varied instructional strategies cater to diverse learning styles,
and that a supportive environment fosters confidence and motivation among students.

2
 PARTICIPATION AND TEACHING ASSISTANTSHIP: MAKING LESSON PLAN

Observation Guide:

1. Ask the teacher a topic on which you are going to prepare a lesson plan, taking into consideration the
following components learning objectives, instructional strategies, assessment methods, and
differentiation techniques.

Not Observed

2. Compare the lesson plan you have prepared to the lesson plan made by the teacher, what areas in
your work needs to improve?

Upon comparing my lesson plan to the teacher's, I noticed that my plan could improve in areas
such as clarity of learning objectives, integration of differentiated instruction to accommodate varying
student needs, and the inclusion of more formative assessment strategies to gauge student understanding
throughout the lesson.

3. What are your learnings while making your lesson plan?

While making my lesson plan, I learned the importance of setting clear, measurable objectives, the
need to align activities with those objectives, and the value of anticipating potential challenges and
incorporating flexible strategies to address diverse student needs.

3
PARTICIPATION AND TEACHING ASSISTANTSHIP: CLASSROOM DEMONSTRATION
TEACHING

Observation Guide

1. Ask the teacher for a schedule of demonstration teaching using the lesson plan previously made.

Not Observed

2. After the demo-teaching, ask feedback from the teacher.

Not Observed

3. What areas need to be improved?

After the demo teaching, areas that need improvement include enhancing my classroom
management techniques, increasing the clarity and pacing of my instructions, incorporating more
interactive activities to boost student engagement, and seeking more effective ways to assess student
understanding during the lesson.

4. What are your learnings during your Demo-teaching?

During my demo teaching, I learned the importance of adapting my teaching style to meet student
needs, the effectiveness of using engaging activities to maintain interest, the value of clear communication,
and the necessity of being flexible in response to unexpected classroom dynamics.

4
PARTICIPATION AND TEACHING ASSISTANTSHIP: VARIETY OF TEACHING METHODS:

Observation Guide:

1. What different instructional methods are employed (e.g., direct instruction, collaborative learning,
inquiry-based learning)?

Different instructional methods employed include direct instruction for delivering essential
information, collaborative learning to foster teamwork and communication, inquiry-based learning to
encourage critical thinking and exploration, and differentiated instruction to cater to diverse learning styles
and abilities.

2. Are various approaches used to address diverse learning styles and preferences?

Yes, various approaches are used to address diverse learning styles and preferences, such as
incorporating visual aids, hands-on activities, group discussions, and technology tools to engage auditory,
kinesthetic, and visual learners effectively.

3. How is technology integrated into the lesson (e.g., presentations, interactive tools, educational
software)?

Technology is integrated into the lesson through the use of presentations to visually convey
information, interactive tools like online quizzes and polls to engage students, and educational software
that facilitates personalized learning and collaborative projects.

4. Does the technology enhance student engagement and understanding of the material?

Yes, the technology enhances student engagement and understanding of the material by providing
interactive and dynamic learning experiences, allowing for immediate feedback, and making complex
concepts more accessible through multimedia resources.

5. IF you are to teach the subject matter, what method and technology are you going to use?

If I were to teach the subject matter, I would use a combination of inquiry-based learning to
encourage critical thinking and problem-solving, along with technology such as interactive simulations and
collaborative online platforms to facilitate group work and enhance engagement.

6. What are your learnings while observing the use of teaching methods?

While observing the use of teaching methods, I learned that diverse instructional strategies can
significantly enhance student engagement, that flexibility in adapting methods to student needs is crucial,
and that incorporating technology can create a more dynamic and interactive learning environment.

PARTICIPATION AND TEACHING ASSISTANTSHIP: QUESTIONING TECHNIQUES

5
 Observation Guide:

1. What types of questions does the teacher ask to stimulate critical thinking and discussion?

The teacher asks open-ended questions that encourage exploration, such as "What do you think
would happen if...?" or "Can you explain your reasoning behind that answer?" Additionally, probing
questions like "How might this relate to what we learned previously?" stimulate deeper discussion and
critical analysis.

2. Are questions open-ended, and do they encourage deeper analysis and responses from students?

Yes, the questions are open-ended and effectively encourage deeper analysis and responses from
students, prompting them to think critically, articulate their reasoning, and engage in thoughtful
discussions.

3. How would you distribute the questions so that everyone will be given the opportunity to recite or
become engage?

To ensure everyone has the opportunity to engage, I would use a mix of strategies such as calling
on students randomly, using a "think-pair-share" approach to allow for initial reflection and discussion in
pairs before sharing with the class, and incorporating response systems like cards or technology for
anonymous input.

4. What are your learnings while observing the use of questioning techniques by the teacher?

While observing the use of questioning techniques by the teacher, I learned that effective
questioning can stimulate student engagement, encourage critical thinking, and create a more inclusive
classroom environment by prompting diverse responses and fostering discussion among all students.

6
 PARTICIPATION AND TEACHING ASSISTANTSHIP: USE OF ASSESSMENT AND
FEEDBACK

Observation Guide:

1. How does the teacher use assessments to gauge student understanding throughout the lesson?

The teacher uses formative assessments, such as quick quizzes and questioning, to gauge student
understanding throughout the lesson.

2. Are there strategies in place for adjusting instruction based on assessment results?

Yes, there are strategies in place for adjusting instruction based on assessment results, such as
modifying activities or providing targeted support.

3. When are assessments conducted (e.g., during the lesson, at the end, ongoing)?

Assessments are conducted both during the lesson and at the end, as well as ongoing through
informal checks for understanding.

4. Is there a balance between assessments and instructional time?

Yes, there is a balance between assessments and instructional time, ensuring that assessments
enhance rather than disrupt the learning process.

5. How does the teacher provide feedback to students on their work and performance?

The teacher provides feedback through verbal comments, written notes, and individual
conferences, highlighting strengths and areas for improvement.

6. Is the feedback specific, constructive, and timely, allowing for improvements?

The feedback is specific, constructive, and timely, allowing students to understand their
performance and make necessary adjustments.

7. What are your learnings while observing the use of assessment by the teacher?

My learnings while observing the use of assessment by the teacher include the importance of
ongoing evaluation in shaping instruction and the significant impact of timely feedback on student growth.

7
 PARTICIPATION AND TEACHING ASSISTANTSHIP: PROFESSIONAL DEVELOPMENT

Observation Guide:

1. What are the professional development programs that the teacher avail of?

The teacher participates in various professional development programs, including workshops on

differentiated instruction, online courses in educational technology, and collaborative learning
communities. These programs provide opportunities to learn new strategies and share best practices with
colleagues.

2. Are the contents of the program relevant to the educators' needs and current teaching practices?

Yes, the contents of the programs are highly relevant to the educators' needs and current teaching
practices, focusing on contemporary challenges in education, such as incorporating technology and
fostering inclusive classrooms. They are designed to enhance both pedagogical skills and subject matter
knowledge.

3. Does it address specific challenges or areas for growth within the classroom?

The programs specifically address challenges such as classroom management, student engagement,
and assessment strategies, providing targeted support for areas where teachers seek growth. This tailored
approach helps educators implement effective solutions in their classrooms.

4. In what ways would you develop yourself professionally?

To develop myself professionally, I would seek out mentorship opportunities, participate in

workshops and conferences relevant to my subject area, and engage in reflective practices such as self-
assessment and peer feedback. Additionally, I would explore online courses to stay updated with current
educational trends and technologies.

5. What are your realizations while doing observation on the professional growth of the teacher?

My realizations while observing the professional growth of the teacher include the ongoing nature
of professional development and its vital role in enhancing teaching effectiveness. I recognized that a
commitment to learning and adapting is crucial for fostering a dynamic and responsive classroom
environment.

Reflective Journal
8
 As a student teacher in an elementary school classroom during Week 1 of Field Study 2, I got to
see how the instructor fosters a stimulating and encouraging learning environment for young pupils. As I
think back on this experience, I see how crucial it is to set up routines and expectations early on. Students
felt safe and understood expectations because to the teacher's use of consistent cues, including verbal cues
and hand signals, to handle transitions effectively and keep students' attention. I also saw how the
instructor used encouragement and praise to keep the classroom atmosphere lively and upbeat while
inspiring the pupils. This method not only maintained students' interest but also helped them feel confident
and valuable. To encourage good behavior and effort, the teacher, for instance, frequently acknowledged
the efforts of the students, either orally or through finished work.
Finding a balance between interactive activities and straight instruction was one of the most
important things I learned. To keep the students engaged in the learning process, the instructor used whole-
group instruction, small-group discussions, and practical exercises. I became aware of how important it is
to design lessons that are both entertaining and developmentally appropriate after observing how kids,
especially those in the younger grades, benefit from visual aids, movement, and tactile experiences to
reinforce learning. I also learned this week how crucial it is to be adaptive and flexible in the classroom. I
saw instances where a teacher had to change a lesson in response to student feedback, modifying exercises
on the fly to better meet the needs of the class. This reaffirmed the notion that in order to guarantee that
students are understanding concepts and remaining engaged, teaching calls for ongoing reflection and the
capacity for swift adaptation.

9
 I learned more about the complexities of teaching in Week 2 of Field Study 2 while working as a
student teacher at an elementary school, especially with regard to lesson delivery, student involvement,
and classroom management. The teacher's deft use of structure and flexibility was one of my main
observations. In addition to giving students a sense of security by upholding established routines and
expectations, the teacher also knew when to make adjustments in response to the needs or interests of the
class. For instance, the teacher swiftly modified the program by adding more interactive components when
a lesson wasn't holding the class's interest as expected in order to get their interest and excitement back.
Additionally, I observed that the instructor frequently used group discussions or casual questioning
to test students' understanding through formative evaluations during the class. The teacher was able to
make real-time adjustments to the lesson and make sure every student was following along thanks to these
comprehension assessments. I came to see how crucial it is to provide opportunities for instant feedback
and to be receptive to students' learning. This further emphasized how important it is to adapt instruction
according to student reactions, whether that means giving struggling students more help or enriching
pupils who are ready for more difficult material.

I also gave some thought to the significance of establishing rapport with kids. I observed how the
instructor fostered a friendly, encouraging environment where students felt at ease contributing by using
affirmations and positive reinforcement. This encouraged pupils to take chances in their study and fostered
a good classroom environment. I saw how trust, which is essential for controlling conduct and preserving
student interest, could be fostered by solid teacher-student interactions.
All things considered, Week 2 of Field Study 2 has helped me better grasp how crucial it is to be
responsive when teaching, whether it means modifying lessons, attending to students' needs, or controlling
conduct. It has also reaffirmed the notion that preparation, adaptability, and empathy are all necessary for
good teaching and that these qualities help to create a learning atmosphere where students feel safe,
appreciated, and inspired to study.

10
Documentation

11
 FIELD STUDY 2: PARTICIPATION AND TEACHING ASSISTANTSHIP

PARTICIPATION AND TEACHING ASSISTANTSHIP: CLASSROOM ENVIRONMENT AND

CONFLICT RESOLUTION STRATEGIES:

Observation Guide:

1. What did you do to make help the classroom organized and inviting?

To help the classroom stay organized and inviting, I assisted in arranging the desks in groups to
encourage collaboration, and ensured learning materials were neatly arranged and accessible. I also helped
create a welcoming bulletin board that reflected students' work and interests.

2. What do you suggest to make the classroom become more conducive to learning?

To make the classroom more conducive to learning, I suggest incorporating more flexible seating
arrangements and enhancing the visual environment with educational posters and interactive displays.
Additionally, having clear areas for different activities would help students stay focused and engaged.

3. How does the teacher handle conflicts or disagreements among students?

The teacher handles conflicts or disagreements among students by calmly listening to each side,
encouraging respectful communication, and guiding them to find their own solution. This approach helps
students feel heard and fosters a sense of responsibility in resolving issues.

4. What techniques are used to resolve issues in a constructive manner?

The teacher uses techniques such as active listening, role-playing, and encouraging students to
express their feelings constructively. By focusing on empathy and understanding, conflicts are resolved in
a way that promotes cooperation and mutual respect.

5. What are your learnings as you observe the classroom environment?

My learning from observing the classroom environment is that an organized, well-structured

space contributes significantly to student engagement, while positive conflict resolution strategies create
a harmonious atmosphere. A respectful, welcoming classroom encourages students to take ownership of
their learning and behavior.

12
 PARTICIPATION AND TEACHING ASSISTANTSHIP: STUDENT ENGAGEMENT AND
PARTICIPATION
Observation Guide:

1. Are students actively participating in learning activities?

Yes, students are actively participating in learning activities through group discussions, hands-on
projects, and interactive exercises. Their engagement is evident in their responses and enthusiasm during
class.

2. What instructional methods are used to keep students engaged?

Instructional methods such as cooperative learning, interactive discussions, and multimedia

resources are used to keep students engaged. These methods encourage active participation and cater to
various learning styles.

3. How does the teacher encourage participation and maintain student interest during lessons?

The teacher encourages participation by asking open-ended questions, giving positive

reinforcement, and creating a safe environment where students feel comfortable sharing their ideas.
Maintaining a dynamic teaching pace and incorporating student interests also helps sustain their
attention.

4. What do you suggest to promote student involvement and enthusiasm?

To promote student involvement and enthusiasm, I suggest integrating more real-world

applications and student-driven projects. Encouraging peer teaching and giving students a voice in lesson
planning can also increase engagement.

5. What are your learnings as you observe student engagement and participation in the classroom?

My learning from observing student engagement and participation is that active involvement
leads to better retention and understanding of the material. The teacher's ability to foster an interactive
and supportive classroom environment significantly impacts students' motivation and enthusiasm for
learning.

13
 PARTICIPATION AND TEACHING ASSISTANTSHIP: MAKING LESSON PLAN

Observation Guide:

1. Ask the teacher a topic on which you are going to prepare a lesson plan, taking into consideration the
following components learning objectives, instructional strategies, assessment methods, and
differentiation techniques.

Not Observed

2. Compare the lesson plan you have prepared to the lesson plan made by the teacher, what areas in your
work needs to improve?

After comparing my lesson plan with the teacher's, I realized that I need to improve on
incorporating more interactive activities and ensuring a clearer alignment between the objectives and
assessment methods. I also need to work on including more differentiation strategies to cater to students
with varying learning needs.

3. What are your learnings while making your lesson plan?

While making my lesson plan, I learned the importance of having clear and measurable objectives,
using diverse instructional strategies to engage students, and planning assessments that truly reflect
students' understanding. I also realized that flexibility is key in adapting to the needs of different learners
during the lesson.

14
PARTICIPATION AND TEACHING ASSISTANTSHIP: CLASSROOM DEMONSTRATION TEACHING

Observation Guide

1. Ask the teacher for a schedule of demonstration teaching using the lesson plan previously made.

Not Observed

2. After the demo-teaching, ask feedback from the teacher.

Not Observed

3. What areas need to be improved?

The areas that need improvement include better pacing during transitions and ensuring that all
students are equally involved in group discussions. I also need to work on creating a smoother flow
between the different lesson segments.

4. What are your learnings during your Demo-teaching?

My learnings during the demo-teaching include the importance of being flexible and adjusting to
students' needs in real time. I also realized that confidence and clarity are essential for engaging students
and maintaining their attention.

15
 PARTICIPATION AND TEACHING ASSISTANTSHIP: VARIETY OF TEACHING METHODS:

Observation Guide:

1. What different instructional methods are employed (e.g., direct instruction, collaborative learning,
inquiry-based learning)?

The teacher employs a variety of instructional methods, including direct instruction for explaining
concepts, collaborative learning for group activities, and inquiry-based learning to encourage critical
thinking. These methods cater to different stages of learning and foster student engagement.

2. Are various approaches used to address diverse learning styles and preferences?

Yes, the teacher uses a mix of approaches to address diverse learning styles, such as visual aids for
visual learners, group discussions for auditory learners, and hands-on activities for kinesthetic learners.
This ensures that all students can engage with the material in ways that suit their preferences.

3. How is technology integrated into the lesson (e.g., presentations, interactive tools, educational software)?

Technology is integrated into the lesson through interactive presentations, educational videos,
and online quizzes, which help explain complex concepts visually and engagingly. It also includes
educational apps to reinforce learning in a fun and interactive manner.

4. Does the technology enhance student engagement and understanding of the material?

The technology enhances student engagement and understanding by making lessons more
interactive, providing immediate feedback, and supporting diverse learning needs. It helps to clarify
abstract concepts and allows students to explore topics at their own pace.

5. IF you are to teach the subject matter, what method and technology are you going to use?

If I were to teach the subject, I would use a blend of inquiry-based learning for encouraging
exploration and direct instruction for clear explanations. I would integrate interactive software and
multimedia tools, like Google Slides and Kahoot!, to keep students engaged and enhance understanding.

6. What are your learnings while observing the use of teaching methods?

My learning while observing the use of teaching methods is that a variety of approaches is essential
to reach all types of learners. The integration of technology helps make lessons more interactive and
can significantly increase student motivation and comprehension.

16
PARTICIPATION AND TEACHING ASSISTANTSHIP: QUESTIONING TECHNIQUES

Observation Guide:

1. What types of questions does the teacher ask to stimulate critical thinking and discussion?

The teacher asks a mix of thought-provoking questions, such as "Why do you think this happens?"
and "How would you solve this problem?", to stimulate critical thinking and discussion. These questions
encourage students to reflect and provide reasoning for their answers.

2. Are questions open-ended, and do they encourage deeper analysis and responses from students?

Yes, the questions are open-ended and designed to encourage deeper analysis, allowing students
to elaborate on their thoughts and engage in thoughtful discussion. This approach fosters critical thinking
and encourages students to consider multiple perspectives.

3. How would you distribute the questions so that everyone will be given the opportunity to recite or
become engage?

I would distribute questions by calling on students randomly, using a hand-raising system, or

having students answer in pairs or groups first to ensure everyone has an opportunity to engage. This
method also helps build confidence and encourages participation from quieter students.

4. What are your learnings while observing the use of questioning techniques by the teacher?

My learnings from observing the use of questioning techniques are that strategic questioning can
keep students engaged and stimulate deeper thinking. I also realized that varying question types can
cater to different levels of comprehension and promote active participation.

17
PARTICIPATION AND TEACHING ASSISTANTSHIP: USE OF ASSESSMENT AND FEEDBACK

Observation Guide:

1. How does the teacher use assessments to gauge student understanding throughout the lesson?

The teacher uses both formal and informal assessments, such as quizzes, questioning, and
observation, to gauge student understanding throughout the lesson. This helps determine if students
grasp the material and if adjustments are needed.

2. Are there strategies in place for adjusting instruction based on assessment results?

Yes, the teacher adjusts instruction based on the assessment results by re-explaining concepts or
providing additional practice for students who need further support. This ensures that all students can
keep up with the lesson.

3. When are assessments conducted (e.g., during the lesson, at the end, ongoing)?

Assessments are conducted throughout the lesson—during activities, through questioning, and at
the end of the lesson to summarize understanding. This ongoing assessment approach helps track
progress in real-time.

4. Is there a balance between assessments and instructional time?

There is a balance between assessments and instructional time, as assessments are integrated
into the lesson without taking away too much time from instruction. The teacher uses quick checks for
understanding to maintain this balance.

5. How does the teacher provide feedback to students on their work and performance?

The teacher provides feedback immediately after activities or assignments, either verbally or in
writing, highlighting strengths and areas for improvement. This allows students to reflect on their work
while the lesson is still fresh.

6. Is the feedback specific, constructive, and timely, allowing for improvements?

Yes, the feedback is specific, constructive, and timely, which allows students to make adjustments
before moving on to the next lesson. This promotes a growth mindset and supports ongoing
improvement.

7. What are your learnings while observing the use of assessment by the teacher?

My learnings while observing the use of assessment are that it is essential to use multiple
assessment methods to get a complete picture of student understanding. I also learned that timely and
actionable feedback significantly enhances student learning and motivation.

18
PARTICIPATION AND TEACHING ASSISTANTSHIP: PROFESSIONAL DEVELOPMENT

Observation Guide:

1. What are the professional development programs that the teacher avail of?

The teacher avails of professional development programs such as workshops on new teaching
strategies, subject-specific seminars, and training on classroom technology. These programs help
enhance teaching skills and stay updated with educational trends.

2. Are the contents of the program relevant to the educators' needs and current teaching practices?

Yes, the contents of the programs are highly relevant to the teacher’s needs, addressing current
challenges such as classroom management and differentiated instruction. They are designed to improve
overall teaching effectiveness.

3. Does it address specific challenges or areas for growth within the classroom?

The professional development programs specifically address areas like student engagement,
formative assessments, and differentiated instruction to improve classroom practice. They provide tools
and strategies to meet diverse student needs.

4. In what ways would you develop yourself professionally?

To develop professionally, I would seek out workshops, attend seminars, and engage in peer
observations to learn new methods. I would also reflect on my teaching practices and seek feedback from
experienced educators.

5. What are your realizations while doing observation on the professional growth of the teacher?

My realizations during this observation are that continuous professional development is key to
becoming a more effective teacher. It helps educators stay motivated, adapt to new challenges, and
improve their classroom practices over time.

19
 Reflection Journal

November 13-14, 2024

1. Daily Reflection

What happened today?

Today, I assisted the teacher with a history lesson about the Industrial Revolution. I helped set up
materials, managed classroom activities, and facilitated small group discussions. Later, I also assisted
students with their assignments and provided additional explanations on key concepts that some students
found difficult to understand.

What did I learn?

I learned that students often need a lot of reinforcement when learning complex historical events. It's
important to break down information into smaller, more digestible pieces and to relate the content to their
everyday experiences. I also learned how to manage different classroom tasks simultaneously, such as
helping with group work and keeping track of students' progress on assignments.

2. Challenges Faced

What challenges did I encounter today?

One of the challenges I encountered today was keeping some students focused during the group
discussions. A few students were easily distracted, which impacted the overall productivity of their groups.
Additionally, managing the time between different activities was difficult as some groups needed more
time to finish their discussions than I had anticipated.

How did I address these challenges?

I addressed the distraction issue by providing more structured guidance during the group discussions and
reminding students of the specific goals they needed to accomplish. To address the time management
issue, I adjusted the lesson plan slightly, giving the groups more time and adjusting subsequent activities to
ensure everything was covered.

3. Students Interaction

How did I engage with students?

I engaged with students by walking around the classroom, answering questions, and checking in with
different groups. I asked guiding questions during the group discussions to encourage deeper thinking and
help students stay on track. Additionally, I gave individual support to students who were struggling with
specific concepts.

20
 What did I observe about student learning or behavior?

I observed that many students actively participated in the group discussions, sharing their ideas and
collaborating with their peers. However, a few students were more reserved and required additional
encouragement to contribute. In terms of behavior, some students found it difficult to stay focused,
especially when there was a lot of group work involved.

4. Support from Mentor Teacher

What feedback did I receive from my mentor teacher?

My mentor teacher provided positive feedback on my ability to engage with students during the group
discussions and noted that I did a good job providing additional support to students who needed help.
However, they suggested that I work on giving clearer instructions at the start of group activities to avoid
confusion later on.

How will I apply this feedback in the future?

In the future, I will make sure to give more detailed instructions before group activities, ensuring that
students fully understand what is expected of them. I will also clarify the objectives of the activity so that
students can stay focused and on task from the start.

5. Personal Goals

I want to improve my time management during lessons to ensure all activities are completed within the
allotted time.

I plan to work on providing clearer instructions for group activities to avoid confusion and increase
efficiency.

I aim to build stronger relationships with the students who are more reserved by encouraging them to
participate more during class discussions.

21
November 20-21, 2024

1. Daily Reflection

What happened today?

Today, I assisted in a language arts lesson focused on reading comprehension. We worked on analyzing a
short story, identifying key themes, and discussing the characters’ motivations. I helped students break
down the text and guided them in their group work to ensure they understood the key elements. I also
assisted with one-on-one support for students who were struggling with the material.

What did I learn?

I learned the importance of scaffolding when teaching complex material, as some students had difficulty
understanding the text at first. I also learned that using questioning techniques during group work
encourages critical thinking and helps students engage more deeply with the material.

2. Challenges Faced

What challenges did I encounter today?

A challenge I encountered was managing the diverse learning speeds of the students. Some students
quickly grasped the concepts, while others needed more time to understand the material. Additionally,
there were some distractions during group discussions, as a few students were having side conversations
that impacted their focus.

How did I address these challenges?

I addressed the challenge of diverse learning speeds by providing additional resources to students who
needed extra support, such as simplified summaries of the text and extra practice questions. I also used
classroom management strategies, like giving students specific roles within the group, to minimize
distractions and keep everyone focused on the task.

3. Students Interaction

How did I engage with students?

I engaged with students by circulating the room during group work, asking probing questions to encourage
deeper analysis of the text, and offering assistance where necessary. I also facilitated small group
discussions and prompted students to elaborate on their ideas.

22
 What did I observed about student learning or behavior?

I observed that most students were engaged during the group activities and were able to articulate their
thoughts well when prompted. However, some students still found it challenging to stay on topic, and a
few were hesitant to share their ideas in front of the group. Those who were more confident helped lead
the discussions, while others observed more passively.

4. Support from Mentor Teacher

What feedback did I receive from my mentor teacher?

My mentor teacher gave me positive feedback for my active engagement with students and my efforts to
assist those who needed extra help. However, they pointed out that I should work on maintaining a more
consistent pace during the lesson and try to manage time better when it comes to group activities.

How will I apply this feedback in the future?

I will work on time management by being more mindful of how much time each activity should take and
adjusting as necessary. Additionally, I will strive to provide clearer guidelines at the beginning of each
group activity to ensure all students stay focused and on task.

5. Personal Goals

I aim to improve my time management in future lessons, ensuring activities are well-paced and complete
on time.

I will continue to work on fostering student engagement, especially with quieter students, by providing
more opportunities for them to share their ideas.

I want to refine my ability to manage classroom distractions by setting clear expectations and using more
effective strategies for group work.

23
November 27-28, 2024

1. Daily Reflection

What happened today?

Today, I assisted the teacher with a math lesson on fractions. I helped students understand how to compare
and simplify fractions. I also worked closely with a small group of students who were struggling with the
concept, guiding them through examples and exercises to reinforce their understanding.

What did I learn?

I learned that students need different approaches to understand the same concept. For some, visual aids
(like fraction bars) were more effective, while others responded better to verbal explanations. I also
learned the importance of pausing during lessons to check for understanding, especially with challenging
topics like fractions.

2. Challenges Faced

What challenges did I encounter today?

One challenge I encountered was managing time during the lesson. The group work and individual
practice took longer than anticipated, which led to less time for the final class discussion. Additionally,
there were some students who seemed confused by the concept of comparing fractions and needed more
individualized support.

How did I address these challenges?

To address the time management issue, I decided to cut short some planned activities and focus on the key
concepts. For the students who were confused, I provided extra one-on-one explanations and used visual
aids like fraction strips to clarify the process of comparing fractions. I also made sure to circulate around
the room and provide more targeted feedback.

3. Students Interaction

How did I engage with students?

I engaged with students by moving around the classroom, answering questions, and helping them during
group work. I also prompted them with guiding questions and gave them the opportunity to explain their
thinking during the class discussion. I tried to create an open environment where students felt comfortable
asking for help.

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 What did I observe about student learning or behavior?

I observed that students who were struggling with the material seemed more engaged when I worked with
them individually or in smaller groups. Those who were more confident in their understanding took on
leadership roles during group work, helping to explain the concepts to others. However, some students
appeared distracted or disinterested during independent work, especially when they found the task
challenging.

4. Support from Mentor Teacher

What feedback did I receive from my mentor teacher?

My mentor teacher praised my ability to interact with students and provide targeted help during group
work. However, they suggested that I focus more on pacing, as the lesson ran longer than planned. They
also recommended using more formative assessment techniques throughout the lesson to gauge student
understanding before moving on to new material.

How will I apply this feedback in the future?

I will work on improving my time management by planning more realistically for how long each activity
should take. I will also integrate more formative assessments, such as quick checks for understanding or
exit tickets, to ensure students are grasping the material before proceeding further.

5. Personal Goals

My goal is to work on pacing my lessons better, ensuring that each activity is appropriately timed to fit
the class schedule.

I plan to incorporate more formative assessments during my lessons to check for understanding and
adjust the lesson as needed.

I want to continue building my one-on-one interaction skills, especially with students who may need
extra support, so that I can help them grasp difficult concepts more effectively.

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December 4-5, 2024

1. Daily Reflection

What happened today?

Today, I helped facilitate a science lesson on ecosystems. The students worked in small groups to research
different ecosystems and presented their findings to the class. I assisted with organizing the groups,
answering questions, and ensuring all students stayed on task. I also helped students who were struggling
with certain vocabulary words related to ecosystems.

What did I learn?

I learned that students are more engaged when they have the opportunity to work collaboratively and
present their findings. The hands-on aspect of the lesson allowed them to take ownership of their learning,
and I saw the value of using peer teaching in the classroom. I also learned how important it is to manage
group dynamics to ensure everyone is contributing equally.

2. Challenges Faced

What challenges did I encounter today?

A challenge I encountered was ensuring that all students stayed focused during their group research time.
Some students were off-task or distracted by their peers, which delayed the progress of their work.
Additionally, I noticed that a few students were struggling with the content, particularly in understanding
how to classify different ecosystems.

How did I address these challenges?

To address the focus issues, I circulated the room frequently to keep the students on task and provide
redirection when necessary. I also provided some additional support to students who needed clarification
on the material, breaking down the information into simpler terms and providing examples. For those
struggling with the content, I offered extra help by reviewing the material in a more structured way.

3. Students Interaction

How did I engage with students?

I engaged with students by facilitating group discussions, answering questions, and encouraging them to
think critically about their assigned ecosystems. I also prompted students to share their ideas and opinions
with the class during their presentations, ensuring that everyone had a chance to contribute.

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 What did I observe about student learning or behavior?

I observed that students were generally excited about the project and enjoyed the opportunity to
collaborate with their peers. Some students who were shy or reserved became more confident when
presenting with their group. However, a few students had difficulty staying on task during the research
phase, which affected their ability to complete the assignment on time.

4. Support from Mentor Teacher

What feedback did I receive from my mentor teacher?

My mentor teacher gave positive feedback on how I facilitated the group work and helped students stay
engaged during their presentations. However, they noted that I could improve by being more proactive in
guiding the groups from the beginning, ensuring that students stay on topic and understand their research
questions clearly from the start.

How will I apply this feedback in the future?

I will make sure to clarify expectations and research goals for the students more explicitly at the beginning
of group activities. I will also provide more structured guidance during the planning phase to ensure that
students understand the scope of the project and can stay on track throughout.

5. Personal Goals

I aim to improve my ability to give clearer instructions at the start of group activities to ensure all
students understand their tasks.

I will continue to develop my classroom management skills, particularly in keeping students focused
during collaborative work.

I plan to work on encouraging quieter students to participate more during group discussions and
presentations.

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 December 11-12, 2024

1. Daily Reflection

What happened today?

Today, I assisted the teacher with a language arts lesson focusing on reading comprehension and analyzing
story elements. We read a short story as a class, and then students worked in pairs to identify the main
characters, setting, and plot. I helped facilitate the group work, provided clarification for students who
were struggling, and offered additional examples for better understanding.

What did I learn?

I learned that students benefit from having the opportunity to discuss and collaborate on their
understanding of a text. Pair work allowed students to feel more comfortable expressing their thoughts and
helped them process the material more thoroughly. I also learned that breaking down a story into smaller
elements makes it easier for students to analyze and retain the information.

2. Challenges Faced

What challenges did I encounter today?

A challenge I encountered was managing the varying levels of reading comprehension in the class. While
some students were able to grasp the content quickly, others struggled with identifying key story elements.
Additionally, keeping students focused during group discussions was difficult, especially with a few who
were easily distracted.

How did I address these challenges?

I addressed the reading comprehension challenge by offering individualized support and breaking down
the story into smaller sections to ensure students understood each part before moving on. For students who
had difficulty focusing, I used redirection strategies, reminding them of the task at hand and encouraging
them to engage with their peers.

3. Students Interaction

How did I engage with students?

I engaged with students by asking open-ended questions, prompting them to think critically about the text.
I also walked around during group work, checking in with each pair to see how they were progressing and
offering help when necessary. I encouraged students to share their ideas with the class during a group
discussion.

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 What did I observe about student learning or behavior?

I observed that the students who were more confident in their reading and analysis skills actively
contributed to the group discussions and helped their peers. However, some students were hesitant to speak
up or share their thoughts, especially if they weren’t completely sure of their answers. I also noticed that
when students were actively participating in discussions, they retained the information better.

4. Support from Mentor Teacher

What feedback did I receive from my mentor teacher?

My mentor teacher praised my efforts to engage with the students and provide individual support,
especially with those who struggled with comprehension. However, they suggested that I could improve
by setting clearer expectations for group work and time management, as some groups took longer than
expected to complete their tasks.

How will I apply this feedback in the future?

In the future, I will ensure that I clearly communicate the goals and time limits for group activities. I will
also create more structured group roles to help students stay on task and ensure that everyone has a
specific responsibility during collaborative work.

5. Personal Goals

I aim to improve my classroom management skills, especially in keeping students focused during
group work and discussions.

I plan to work on providing more explicit instructions and expectations for group tasks to help with
time management and task completion.

I want to continue refining my ability to assist students individually while managing the whole class
effectively.

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Documentation

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