1.

Reflections
a) Effectiveness of Lesson
What was effective / ineffective in your lesson? include at least 3 lesson elements that were ineffective /
effective? or What went well in your lesson? Or What did not go so well? Or What did the students enjoy? How did
your planning or delivery turn out? Did your teaching / learning strategies work effectively or not for subject content
and class? Consider the entire lesson and the reaction of students.
How do you know? Provide evidence from student work, student questions asked and informal assessment.
Think about examples of how the lesson progressed, engagement of students, flow of delivery, time management.
Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective How do you know? Next steps for improvement?
in your lesson?

Students were responsive to my Keep paying attention to the

Teacher with-it-ness direction and I often caught onto students behaviour, keep walking
disruptions before they spiralled through the classroom and
out of control. interacting with the students
throughout the lesson.
When I asked the students to Continue to interact with the
Keeping students on task/ break apart for small group students in class, and work out
engaging with them discussion and return for large building relationships outside of
group discussion they would. As I the classroom to help normalize
walked through out the class the interactions in the classroom.
room and conferenced with the This will help the overall moral in
groups about what they were lessons in the classroom.
discussing they were responsive.
Those who were not working
quickly got back to work when I
stopped by to see how their
conversations were going.
The flow of delivery ensured that Continue to ask good questions
Presenting the material Students exit slips were an for students to answer.
effective assessment for their
understanding of the material.
Students understood the
difference between the terms
and gave examples.
b) Effectiveness as a Teacher
What was effective / ineffective about you as a teacher? include at least 3 teacher elements that you did that
were effective or ineffective. Did you ask good questions? Did you motivate students? What did YOU do well? This
would be a section describing your strengths and areas for improvement volume, eye contact, body language,
questioning skills, responding to questions, comfort with material, confidence, delivery, use of technology,
vocabulary.
How do you know? What evidence do you have that you, as a teacher, were or were not effective? Think about
examples of what you said, did, reacted to, felt as examples of your three elements.

Next steps? Indicate what steps you are going to take to continue to work on your three elements identified.

What was effective / ineffective How do you know? Next steps for improvement?
about you as a teacher?

Timing- some of the activities We were not able to finish the Choose Shorter texts to model

Page 1
were rushed and we did not have
time for the optional activity 2
Pacing/ presenting notes was not
super effective
Classroom management could
improve- separating students
who dont work well together.
lesson and have time for the
jigsaw activity.
Students took a long time to copy
down the notes that were written
on the board for time and
activities that were planned. It
took a long time to get them to
copy the notes
I had to stop the lesson to wait
for a group of students to stop
talking. This happened a few
times and stalled the progress of
the lesson.
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student learning. Be more
concise in my explanation.
-Write larger so that students can
read.
- Create the notes and Table
ahead of time as a hand out
rather than having grade 8s
make it in their note books.
- Make less stops and
connections while reading the
novel, go over them at the end of
the novel maybe?
- reading the novel just takes a
lot of time maybe we use an
audio book?
Deal with it right away rather
than giving them a lot of chances
and wasting time. Communicate
expectations a head of time so
that students know to not talk
while techer is talking