Professional Documents
Culture Documents
Journal Reflections
Aja Harvey
Journal Entry
Today was a new experience. Currently, the teachers are testing students for their
reading levels in preparation for adjustments to the reading intervention program. This has led to
my cooperating teacher’s absence from the classroom for the day. For the most part, the day
went as it normally would. The students are well versed in their morning routines and go through
the actions with little to no teacher prompting. I assisted the substitute with the intricacies of
how the classroom is run, and handled the students’ individual needs. Go Blue (the reading
intervention block) went as it normally would. I taught guided reading with a group of students,
continuing to practice fluency and use newly learned strategies, specifically the differences
between possessive nouns and contractions, to assist them with reading unfamiliar or more
difficult words in their newest text. Along with reading strategies, students were guided through
comprehension as they were asked to think and make predictions about the story, set a purpose,
and recall details following reading the text. After reading and discussing the text, students were
given a prompt to write about how the Queen in the story could have acted better towards the
king.
Following Go Blue, is recess and lunch, and during this time I prepared myself for the
day’s math lesson, making sure that the interactive book was ready, deciding if I was going to
show the visual learning video, and gathering all supplies needed. When the students returned
from lunch for mindfulness, I sat with those students that had difficulties with the previous
night’s homework in order to explain what they may have done wrong and prepare them for the
day’s lesson which builds on the concepts from the previous night’s homework. For the day’s
math lesson, I was teaching students how to count by 1’s and 10’s using open number lines.
JOURNAL REFLECTIONS 3
Open number lines by 1’s has been a tough concept for some students in the past, but they had
finally begun to understand without guidance, when we began to introduce counting by both 10’s
and 1’s to prepare students for learning about place-value. The lesson began as normal with use
looking at the solve and share problem and watching the visual learning video. As we began the
journal work at the board, a student began to show disruptive behavior, crawling along the
carpet, talking, and growing frustrated when students look at him. The substitute tried to work
separately with this student as a redirection, but he grew more frustrated as she took his math
journal so that he could not continue ripping holes in his pages. The majority of the class did
their best to ignore this student, but a few were finding the situation funny, feeding into the
student’s disruptive behavior. In both the substitute and my efforts to turn this student’s
behavior around it escalated into a great deal of anger. He destroyed his math journal and began
throwing things from his table onto the floor as math ended.
We moved into science and took the class outside to check the temperature and observe
the weather for our logs. At this point, the student that was causing such issue during math,
continued with unacceptable behavior as he continued to talk during our observations and put his
hand on a peer’s face who was signaling for him to stop his disruptive behavior. I spoke to him
about not putting his hands on a person’s face and why she was signaling for him to stop in the
first place before turning the class to reenter the school. As I lead the class back into the
classroom, my CT began speaking to the student that had been disruptive all afternoon as he had
been witnessed throwing the glass door closed and again hit the student who’s face he had put
his hand on. She pulled him from class to speak with him separately about his behavior which
had been gradually growing worse over the past week. The substitute and I continued in the
classroom, completing the science portion of the day which only consisted of the students filling
JOURNAL REFLECTIONS 4
their observations into their log before we began “fun Friday”. Following fun Friday, the
students packed up, went to specials, and went home for the evening.
Reflection
In reflecting on this journal entry, I find one of the most important things I learned is
about classroom management. I have been observing this student since October and thought I
understood his personality, but the week that led to this journal entry showed me the
unpredictability of working with some children. This journal entry heavily addresses domain 2:
classroom environment, and more specifically components 2a, 2b, 2d, as well as 3c.
create the atmosphere of respect necessary for the bonding between students and teachers.
While, I was able and have continued to create such an atmosphere, there was a clear break down
of the tenuous bond I had with this particular student. While it may not have been through any
fault of my own, this student did not perceive me to be worthy of respect thus leading to his
disregard for his peers as well. In dealing with this situation, I should have taken a more active
role in directing and disciplining this student, and work at restructuring and strengthening our
relationship.
In trying to establish this attitude on learning for the majority of students I overlooked
working more with this student. While he knows he needs to learn, because it is what children
are meant to do, I should have worked with him to help him understand that math and everything
he learns in school will come into use in the future in some way. I know this student wants to be
JOURNAL REFLECTIONS 5
a mechanic like his father, and I could have done more to use that to my advantage and redirect
his engagement with the content, by rewording the problems to fit that interest of his. In leaving
the substitute to try and handle this student, I now also see that I indirectly showed that I had low
expectations for this student. From his perspective this student probably felt that I had given up
on him, one of the worst feelings I could have let him deal with that day.
This component is where I know I was least in line with this day. As I said, I left this
student to the substitute teacher so that I could work with the whole class. However, in
hindsight, I believe that the situation may have escalated as it did because I was inconsistent with
how I dealt with this student’s behavior, as well as choosing to ignore him as the behavior
increased. When I made the decision to begin ignoring the behavior I believed he was doing it
for attention and was hoping by not giving that attention, the student would come to realize his
actions were not getting him what he wanted. However, that was not the case, and I see that my
This lesson was not taught in an engaging enough way which left far too great an
opportunity for the student exhibiting behaviors to find himself detached from the academics.
As previously stated, knowing some of the student’s interests, I should have found a way to
incorporate it into the day’s lesson and try to redirect his behavior. The lesson, as taught with the
math text, was not naturally engaging, but I should have included more opportunities for small
activities that promoted kinesthetic based learning to help with any restlessness the individual
students was feeling, along with supporting students who learn better through movement.
JOURNAL REFLECTIONS 6
Student learning was adversely affected by the behavior of this student, but also because
of my not taking more authority in the situation. I felt that I should let the substitute teacher
handle the student and ignore the behaviors and continue working with the whole group. In
hindsight, I find I should have worked with this student myself, reiterating the class expectations
as well as my own expectations for him, as I was the most familiar authority figure for him in the
room. This whole incident caused a short period of inappropriate behavior from other students
when I am teaching, and cause adverse effects to academic understanding as was evident by
student’s difficulties understanding the topic that day and subsequent days as we moved towards
the end of the unit. I had to partially reteach the concept the following lesson to assess how well
From this experience, I learned a great deal about how important the teacher language
used is to influencing student behaviors. After this incident I have taken to a more direct, matter-
of fact tone that leaves little to no room for the students to question me or my resolve in the
statements I make. Following this incident, I looked to my cooperating teacher for good sources
on responsive classroom language which is an approach in line with how I wish to teach and
work with students. I have been reading the text The Power of Our Words by Dr. Paula Denton,
which outlines how to use language, both verbal and body, effectively in promoting student
achievement academically and socially. Along with reading texts, I have been speaking with my
cooperating teacher regularly on the best approaches to how to use my language in dealing with
inappropriate student behaviors that may occur in specific situations. I have also come to learn
that I need to be more flexible to engage and redirect errant students toward acceptable and
expected behaviors.
JOURNAL REFLECTIONS 7
Immediately following this situation, I set several goals for myself. I am continuously
working on my language, both verbal and body, to show students that I am an authority figure,
but that I care about them, and want to create a mutual relationship that will benefit them in the
grand scheme. Along with my language, I am taking a more active and individualized role in
dealing with behaviors, by pulling students aside separately to speak to them on their behaviors
and why they are unacceptable. I continue to observe, and communicate with students to know
them better and use that knowledge to create more engaging activities and lessons that advance
learning. Most importantly, my goal is to be more direct and consistent in my instructions and
expectations so that there is no question from students on what consequences follow a certain
will find the perfect blend of characteristics, procedures, and strategies that will help me to serve
References
Danielson, C. (2013). The Framework for Teaching Evaluation Instrument (2013 ed.).
http://www.danielsongroup.org/framework/.
Denton, P., & Hodges, L. (2016). The power of our words. Turners Falls: Center for Responsive
Schools.