YAC- Bud, Not Buddy Group #2

Lindsay Donahoo, Katie Toler, Julia Sansom and Abby Thurston

Culturally Responsive Lesson Reflection
A. Commitment to students and their learning
Reflect on ways your group tried to include all of the students. Reflect on ways that you
were equitable and fostered self-esteem, motivation and personal responsibility. Reflect
on ways that you helped students develop a respect for themselves and others. Reflect on
the materials/literature used in the lesson. Was it helpful in creating a climate of respect
for individual differences? Why/Why not?
Our group fostered a fluid, flexible environment for the Trace Crossings students
today. We had each student participate in an introduction question and answer portion.
We also had many teachers readily available to engage and answer any questions the
students may have had. It was an unspoken priority that each student should feel
included, motivated, and responsible for his/her own learning. We praised students for
their creativity in the craft. We gave feedback and insight into their responses for the
practice sheet. For our lesson, we used a computer to play jazz music as they entered the
room, worksheets for them to respond on, scratch paper, scratch sticks, pencils, and long
sheets of paper to put under their scratch paper. We also used butcher paper, construction
paper, tape, and book inspired images to decorate the door. This book study could not
have been done without the actual book, Bud, Not Buddy, of course. Upon reflection of
the day, I would say it is extremely important to cultivate a climate of mutual respect. In
todays day in age, classrooms are the most diverse they have ever been. As teachers, we
must embrace this and set an example for our students. We must teach our students that
differences are a beautiful thing. Once this type of environment is established, teachers
and students are free to dive deep into discussion without hurting anyones feelings with a
limited worldview.
B. Knowledge of the subject(s) taught and of best methods/principles to teach - Abs
Reflect on best practices used during the lesson to ensure student success.
We started our mini lesson with a book talk, where we introduced the book itself.
This book was a book that had not been read yet by the students, making this review
imperative to see the students succeed and learn something from what we had to teach
them. Our book talk was modified as a general overview without spoiling the end, hoping
that the students would be interested in reading it some day. Something that Julia came up
with was asking the students how old they were, and they were 8 or 9, and then
proceeded to say how Bud was 10 years old, so they were close in age. This helped them
realize how Bud felt throughout this journey. This made it applicable to them, and was a
good segway into the book talk. It is difficult for students that age to relate to older
characters, so this was perfect! I think the main method we used to teach the book was
asking the students to step inside the shoes of the main character, which was

highlighted in the book Making Thinking Visible that we read throughout the semester.
This is a comprehension strategy that is commonly used and effective in classrooms.
Some of the students didnt seem to get the whole setting of the book, even though we
tried to tell them it was taken place during the 1930s during the Great Depression, but
most of them took what Bud had in his suitcase and were able to see that he brought
things that were special and meant something to them. Some of the students brought
pictures of their families or a stuffed animal that they had growing up. One girl brought
the cross. I really enjoyed putting the step inside comprehension method into practice
during this mini lesson.
C. Responsibility for managing and monitoring student learning -Julia
Reflect on ways that your group managed behavior to ensure time on task. Discuss any
modifications that were made for individual students to manage behavior.
Before Young Authors Conference began we discussed as a group how we
wanted our session to run and how we wanted to manage student behavior. We wanted to
ensure that we were able to have enough time to get through the activity so we knew that
we were going to have to lay out our expectations for the students right off the bat. Our
group decided that we would have students enter the classroom, put their bags under their
chairs, and then ask for them to get quiet and put their eyes on us. The students were
very mindful and we have very little trouble getting their attention. We told students that
we expected them to stay quiet as we listened to others speak, and they were always very
receptive of our instruction. We reminded the students of this expectation throughout
each session. We had to make a modification for one student that we wearing a cast and
could not write. On leader sat with her throughout the lesson and wrote out the items that
she would put in her suitcase. This modification allowed the student to feel included and
ensured that she was still able to participate fully. As our group reflected on the day we
really felt that the students were extremely well-behaved and engaged in the activities. It
was also very helpful to have so many adults in the room helping and assisting the kids.
We all felt that this had a huge part to play in the students engagement in the activities. In
each session we were able to accomplish what we had planned.
D. Systematic thinking about practice and learning from experience
Discuss any adjustments that your group made/will make in the future as a result of this
experience.
Before our experience at the Young Authors Conference even started we realized
that even though we were prepared, but we needed some type of engagement. We came
up with a fun idea to begin before we started our book talk. We asked each student their
name, favorite food and favorite place to eat, but after the first group we realized that this
took a large chunk of our time. In the remaining groups of students, we decided to just
ask each of them to share their name. Also, we decided as a group that we should move
the desks around where half of the students would be facing the other half and all of the
desks were connected. This way it was much easier to pass out and then pick-up all of
our materials. As a result, we definitely found this to be true after we moved the desks.

Every group that walked into our room was presented with a different experience
because we adjusted each book talk, presentation and order of our itinerary because no
group was the same and we had different amounts of time with each. As teachers we
realize that we must adjusts to different situations and events such as the Young Authors
Conference. We think that we handled everything very well and enjoyed the entire
process and learning experience.
E. Engagement into learning community
Discuss how your group benefitted from collaboration.
Each of the members of our group contributed both ideas and through creative
efforts in all aspects of the conference. We used our knowledge to collaborate and
combine what we have learned in each of our clinical experiences. Using our prior
knowledge we worked as a team to make today come together and provide each student
with information and insight into joys of reading! Collaboration is so important in any
school setting among teachers, and this was no different. Our group understands the
significance of collaborating and this was evident in our presentations throughout the day.
Before the students walked into the door, they were able to see our fabulously decorated
door that we created together and were extremely particular in constructing. Each one of
the group members were in charge of a different aspect of decorating the door and we put
each of these together and it fit together perfectly like a beautiful puzzle. And this was
true about every aspect of today, everyone participated and made todays conference a
great experience for all.
Personal Reflection:
Overall, I had an amazing experience at the Young Authors Conference. I loved
getting the chance to enjoy literature with the 3rd grade students at Trace Crossings
Elementary School. It was a wonderful feeling to see familiar little faces walk through
the door. I really have grown to appreciate and treasure the partnership that we have the
opportunity to have with Trace Crossings. It is a very neat thing to get to learn from the
students and faculty at such an amazing school. During the Young Authors Conference I
was reminded of the importance of inclusion, engagement, and flexibility.
One of my main take aways from the conference was the importance of being
intentional about including all those who are involved in an event or task. That means
that everyone feels welcome and that they are an active participant in the event. It was a
very neat collaboration between the Miles students and Samford students. It was a great

opportunity to hear about other peoples experience in education programs in the

Birmingham area. I learned that making the Miles students feel included into the teaching
was an important key to inclusion. We exchanged experiences and shared responsibilities
and therefore I think we really saw the fruit of collaboration!
Another main take away that I had was the importance of engaging with the
students. All the leaders made a point to work and converse with the students as they
worked on their activity. I think the students really felt noticed and special and it added a
layer of fun to their experience.
I also learned that it is very important to always be flexible. I think this is a staple
for anytime children are involved. During each rotation was had to go about the session
in a little bit of a different way each time to accommodate to different situations. This
entailed thinking on our feet and making group decisions. This was not an easy task but it
is a necessary task!
Overall, I think YAC was a hit and the kids had a wonderful time. I learned that
discussing literature with children is a blast. It is important to collaborate with team
members, engage with the children, and be very flexible.