Pre-Student

Teaching
Self Study

~Ms. Charara
 What worked:
Presenting examples of what needed to be
Examine done.
Role model paragraph: having a paragraph
& already written for reference
Analyze Main idea and supporting details: working
Teaching through pulling a main idea and supporting
details from text together
Practice Repeating lesson objectives in various ways
Verbally, writing it on board, having students
explain to me what they are doing
Relationships with students
Understood their personal lives and its
correlation to their academic lives
Created a safe place for students
 What didnt work:

Examine Questioning style

Too broad
& Too simple
Analyze Relationships with students-
Teaching Started off too friendly
Practice Wait time
Too long?
Too short?
 First Reading Mini Lesson Last Reading Mini Lesson

Sat at the front of Moved around during

Learning the room reading
Materials not ready Task was said clearly
from my to be passed out and written on board,
reflections.. Students were
confused about
students were asked
to repeat, it was also
. their task repeated during the
reading
3 students were given
roles to pass
materials out
Done as a whole class
with modeling
 After already explaining to
the class what we are
doing while reading, I went
back and asked students
what they were supposed
to be doing.

Area for growth: I only asked about

the vocabulary, I should have asked
them to tell me everything we were
supposed to be doing.
 Reminding students during the
reading what they are supposed
to be doing. This helped make
sure students were on track
during the reading.

Area for growth: Instead of me

reminding them, maybe have them
remind themselves: What are
supposed to be doing? Give them
responsibility for their learning.
Instead of sitting in a chair at the front
of the class while reading, giving
students free will to do whatever they
wanted, I should have been walking
around the classroom.. Once I started
to walk around, it allowed for me to
stop by a student who was distracted,
engage ALL students in the book, and
make sure all students could hear.

Area for growth: I was walking

around more during read alouds;
however, I was focused on the text.
After a couple times of doing this,
students realized I was reading and not
paying attention to surroundings.
The first reading mini lesson, I
let students go off on their own
with a lot of confusion. This
photo is taken from one of my
last reading mini lessons
where, instead of having
students work alone, I did a
whole-class instruction and had
students come up to the board,
label the parts of the story and
explained what each part was.
We then placed events from
the chapter from The Bad
Beginning onto the hill.
 FLEXIBILITY
Learning Small Writing Group:
Objective: Write a five sentence paragraph about a role model
from my What went wrong? Students were stuck on the introduction part
of the lesson - highlighting parts of a sentence in a pre-written
reflections.. paragraph
The effect? Students then became disengaged, confused bored,
. tired, and a couple of them got cranky/sassy with me.
Why? The task was too complex for them. The paragraph was not
at their level, they werent comfortable with the academic
vocabulary, and the structure of a paragraph was too complex.

What did I do?

Exhausted the students, forced them to keep going, and
almost put them to sleep.
 FLEXIBILITY
Learning Whole Class Reading Mini-lesson
Objective: Label the events in the chapter on the story plot hill
from my What went wrong? Students had a hard time coming up with
events in the rising action
reflections.. The effect? Little participation -- long pauses -- answers that
were not correct
. Why? It was hard for them to tell the difference between the
climax event and rising action events.
What did I do?
Switch from listing rising action events first to coming up
with the climax event first. Once we had the climax,
students could work their way up and down the hill. (See
video clip on nextslide)
Flexibility
Improving: Although you can see that
(not quite there yet) engagement and management are two
things I still needed (need) to work on,
I responded quicker when I noticed
that students were holding back due to
confusion.

Area for growth: Finding the

appropriate wait time.
The very first lessons I gave were chaotic, I had students
playing with materials, moving out their seats, bored, and
confused at what their task was. Through my coaching
conversations and reflections, I learned to manage my material,
hold a stern yet nurturing tone with students, manage
classroom through nonverbal cues (eye contact, move closer to
student) become more flexible, and frame my directions clearly.

I have grown tremendously throughout my pre-student

teaching; however, I still have a lot of growing to do. Reflecting
and learning about your students, pedagogy, techniques, and
practice, as an educator never stops.

Which leads me to..

 Framework: Questioning Balancing: Setting
Growth Methods: expectation
Areas: Explaining to
students
*Asking less
closed ended
*Balancing a
personal and
s:
what they are question and professional *Setting
doing and more open relationship reasonable
why they are ended with and reachable
doing it. questions. students. expectation
*Ask questions for students.
that promote a *Making sure
deeper level of work is not too
thinking easy or
*Asking oversimplified
questions that *Making sure
engage work is not too
students in challenging
conversation
between each
other.