Professional Documents
Culture Documents
Reflections on Teaching
Aja Harvey
Journal Entry
Today was an unusual day. A two-hour delay was called in response to the nor’easter
that hit the area the day prior. With two-hour delays, the school day is more chaotic with the
change in schedule. On these days, school officially starts at 10:40am. The class goes about its
normal morning routine of completing jobs and working on some activity, such as reading,
writing, or math to stimulate their thinking. Following the announcements at about 11:00, we
held morning meeting. The students reported the date, the weather, the number of days we’d
been in school so far, the day’s specials and the attendance. We then formed a circle on the rug,
and I informed the students of the greeting which was passed around the circle. After the
greeting, those students that share on Thursday had their chance to hold Ted the share bear and
Sharing went right until lunch, so we did not read the morning message at that time.
When the class returned from lunch, there was a short period of mindfulness before P.M. circle,
when the student with the job of inspector shared about how lunch was. The class then dispersed
to go to their Go Blue intervention period classrooms. In our class, the 2 sub-groups split time
between working with my cooperating teacher for guided reading and working with me
completing word work. Today, with me, the groups completed word sorts for words ending in -
nd, -nk, and -nt. Next, they were given worksheets to help them isolate chunks. We focused on
ai, and ay, as we have been teaching vowel teams in Wilson. The students needed to locate and
color the chunk in each word. After they colored in each chunk, I had the students read the
words to me. Having them color the chunk first really helped get those students that have the
tendency to look only at the beginning sound to focus on the center of the words.
REFLECTIONS ON TEACHING 3
After Go Blue, the homeroom students returned. We read the morning message through
which I asked the students what their favorite animal was as an introduction to the days writing
lesson. The students then quickly joined their tables to make a prediction about the temperature
outside. We went outside to observe the days weather before returning to the classroom to fill
those observations in their weather journals. Once that was done, we moved into our writing
I began by allowing the students to share with a partner their favorite animal and why. I
wanted to display the difference between a fact and an opinion. I asked a student to share the
difference, and then I clarified for them. I think moved to explain that we would be writing our
opinions that day on our favorite animals. The first step was for the students to draw a picture of
their animal and from that picture create a web that needed to include at least 4 reasons they like
that animal. The students had about 5-7 minutes to work on their picture web before I gathered
them back at the rug to explain the checklist that would be used to help them through the
The students needed to write an introductory sentence which I provided a sentence starter
for: “My favorite animal is…” They then needed at least 3 sentences supporting why they like
the animal, but I chose to require they think of 4 facts on their web in hopes of pushing students
to try and write more than the required 5 total sentences. Finally, they were asked to try and
make a closing sentence along the lines of “This is why __ is my favorite animal.” After going
over the sentence starter and explaining the checklist, I sent the students back to their seats to
write for roughly 15 minutes and circulated, reading as they wrote and finding their writing to be
quite impressive considering they don’t have a dedicated writing curriculum. With about 5
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minutes left in our lesson, I asked the students to turn in their web, checklist and writing to me,
Once I received everyone’s work and the students sat back on the rug, I had them pair up
with a classmate. Each student needed to share their favorite animal with their partner and one
reason that they like that animal. Once the partners had shared, they were asked to share with the
class, but instead of a student sharing their thoughts, I decided to have the students report on
what their partners said, so that everyone had to participate in the pair sharing. Once each
student shared their partner’s favorite animal, I turned the class over to my cooperating teacher,
because I was observed during this lesson and met with my supervisor. The meeting ran past
time for specials, and, following specials, students were dismissed for the day. Today really
shows how important flexibility and adjustment is to being able to run a classroom.
Reflection
Looking back at this day in relation to the Danielson Framework, I see growth in
comparison to previous days. As I stated in the journal entry, it was quite an unusual day due to
the late start. The most prevalent component of Danielson’s framework displayed on this day is
3e- demonstrating flexibility and responsiveness. My lessons for the day were written days in
advance and were meant to be taught during a regular day of teaching. I was prepared to teach
math that day, and science/writing was meant to be a full 40-minute lesson, however, the weather
is unpredictable and the school district will make calls based on the safety of the students. With
the truncated schedule, I had to be extremely flexible and ready to adjust instantaneously. The
day’s word work in Go Blue was not originally planned to be word work and identifying chunks,
For science, the most important outcome set by the curriculum is teaching the students to
observe and make educated guesses using prior knowledge on the weather. My not being able to
teach a full lesson did not affect this outcome. I took the students outside to observe as we
normally do, and we continued to discuss the weather and related phenomena, like the water
cycle by starting with the observed weather and using that to talk about what is necessary for it to
snow or rain, and what causes the weather to change from day to day, etc. I used the weather
from the previous day to help us through this day’s discussion as we talked about how the wind
pushed the weather out leaving us with sun and blue skies. We talked about where the snow
would go as it melted. In the end, this day was perfect as the change became a great teaching
Other components that I feel are clearly demonstrated on this day are 1f- designing
student assessments; 2b- establishing a culture of learning; 3a- communicating with students; and
3c- engaging students in learning. For component 1f, this was my first time using a checklist.
When planning this lesson, I didn’t want to use a rubric because the students do not receive
grades, and I also thought a rubric would be too difficult for many of the students to understand.
I chose a checklist because I wanted an assessment that they could use to begin practicing self-
assessment. The checklist showed me which students understood and followed the directions
given and which were less serious about their work by either not completing the checklist, or
having a checklist that does not match their writing. The checklist was a clear measure of my
expected outcomes as those outcomes were individual steps that needed to be checked off. I felt
it worked well as my cooperating teacher and I felt this was the best writing the class had
presented all year, and we were extremely excited to include it as part of report cards for the
second term.
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a less complicated form of assessment, it still showed high expectations as I did not break the
writing process down into each individual piece to guide students. I wanted them to be able to
create in their own voice and see how well they could handle the expectations without direct
guidance through each step. The same goes for our science observations. I expect a lot from
them, and so I normally let the students lead the discussion by asking open-ended questions, such
as “What do you see?” opening the floor for many possible answers, and, as one student shares,
that can lead other students to observe or make an inference that continues our weather
discussion.
Communicating with students is present throughout the day, but is most prevalent within
the writing lesson. During the earlier part of the day, my morning message is a form of written
communication that starts the day. I was very careful in the language I chose for the checklist,
and made sure to model and go over how students were to work on their writing, so that even
without guiding them through each step, they had a visual and verbal reference to what was
expected of them.
And finally, engaging students is built into the day. From beginning to end, students are
engaged as investors in their education through their jobs, class procedures, and instruction. In
the morning students are engaged in classroom jobs; completing the class news, taking lunch
count and attendance, etc. During morning meeting all students are involved as everyone greets
each other and there is a ‘questions and comments’ portion to the sharing aspect of the meeting.
For the morning message this day, I was also able to incorporate total engagement as each
student wrote on a sticky telling what animal they might choose to write about, which we
discussed for a short period. This served as an early introduction and brainstorm to the writing
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lesson for the students. I then included think-pair-shares with the students at the beginning of
I find this reflection most interesting, because I am looking at not just one domain, but 3
different domains. It has given me a deeper look into how each domain really connects and
blends into the others when the balance is found in one’s “teacher personality.” I think that
understanding of the interconnectedness of the domain is my greatest take away from this
reflection. Education is really a melting pot of so many different strategies and theories, people
and objects, coming together to do one simple job, teach students. In light of this realization, I
will continue to blend the domains as I work to form my teaching personality and serve my
References
Danielson, C. (2013). The Framework for Teaching Evaluation Instrument (2013 ed.).
http://www.danielsongroup.org/framework/.