Essay On Brain Break

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Upon reflecting on this course, I have realized the importance of brain breaks. I would love to incorporate more of these into my day to day routines. When I do these, the students love them, and they are able to refocus for the rest of the lesson, or the next activity. I also would like to start making sure that all of my students love and belonging needs are met. In kindergarten, we do a lot of activities to work together and to build that classroom family, but I would like to make sure that they all feel valued and their needs are truly being met. As for content, I want to ensure that all of the learning needs are being met by using more differentiation, such as small groups into my day to day lessons as well.
This week, I got to video …show more content…

Most of the students only wrote one or two sentences, and the paper was very vague. Most of their pre-tests were actually opinion papers. Without actually being taught what it means to write an informative piece, they just simply told why they liked the animal that they chose to write about. For example: “I like tigers because they are cool.” This was a common theme in eighteen of the students’ pre-tests. The other four of students gave one fact about their animal after stating their opinion about liking that animal. For instance: “I like cheetahs because they can run really …show more content…

We all went down to the computer lab and took notes from Pebblego.com about our animal. Each student was in charge of their own notes. After everyone had taken notes about their animal’s body, the food it eats, the habitat, and lifecycle, they then got started on writing their own paper. I reminded them of how to start their paper, and also reminded them on how to end the paper. This time, since it was the post-test, I did not help them with their writing, I just wanted to see where they were on their own. After grading the papers using the rubric that the district provides us with for informative writing, seventeen of my students were on grade level and had met the target goal, receiving a three or proficient. Only three of my students were considered close to proficient, which means that they are almost a three or where they are supposed to be which would be a two in the gradebook, and two of my students were at the intervention stage, meaning they are at a

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