Professional Documents
Culture Documents
CT Observation Reflection
Miekal Morris
The Reflection
There were a few aspects that were implemented a little differently than I had planned.
Originally, the students were going to be doing this assignment over a four day span where
they focused on the vocabulary, beginning, middle, and end, however, my CT and I thought
that it would be better to focus on just the beginning and the end of the story. This happened
due to time constraints so before I started my lesson on the beginning, I refreshed on the
vocabulary.
If I was going to teach this lesson to the same group of students again, I would make sure
that I was a little more prepared and rehearsed what I wanted to say or cover prior to my
lesson. I was sick and let myself get a little too distracted from planning the lesson, however
it was not a distraction from presenting my lesson. I would have also made sure that I was
paying closer attention during the writing segment to student behavior. I felt that as soon as
my focus was shifted towards writing, the students also lost focus during the lesson which
What surprised me during my lesson was how involved the students were during the
reading section of my lesson. For the most part, students were paying attention and were
actively participating. I was also surprised that the student work was done very well
considering a few students had trouble losing focus during the writing segment of my lesson.
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CT OBSERVATION REFLECTION
The Analysis
Overall, the lesson went pretty well. I am my own worst critic and will always look for
areas that need to be improved. Looking over student work and the video recording of my
lessons, I can see that my students were learning the content that was being taught during my
lesson. At about 11:32min into the lesson, I was in a group discussion about evidence in the text
and illustrations that shows the Sheila Rae was brave and her sister Louise was a scardy cat.
Several students were able to pull evidence from the text to show that the characters were feeling
brave or scared. I feel that my modeling of the writing was not as effective as I would have liked
because my penmanship is not what the students are used to and it was a major distraction for
them. I found myself having to pause and go back over a couple areas a few times. I was given
the materials for this lesson, and found out halfway through the lesson that there was not enough
space for the students to write all of their information, so I had to quickly come up with a
solution as I was giving the lesson. I had the students fold the paper and continue to write on the
The group that had the most difficulty with this lesson struggled mostly because they
were not paying attention to the read aloud or lost focus when it was time to create their writing
piece. I feel that if I had a brain break before going into the writing portion of the lesson, might
have helped with distracting behavior and loss of focus. The group that did really well with this
lesson, were my higher level readers in the classroom who were trying to impress the teacher
with as much detail as they could recall. They were very focused during the read aloud and they
For this lesson, the next steps would be to revisit the beginning of the story and read
aloud the ending of the story and engaging in a discussion about how the characters feelings
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changed from the beginning to the end of the story. We will be going over evidence in the text
and illustration to back up our thought process. I will also implement a brain break activity
before the writing section of the lesson and keep an eye on behaviors by selecting students to clip