Reflective Essay On Cooperating Teacher

The kids have been crazy these past two weeks. My cooperating teacher says it is because they have had two back-to-back four-day weekends and I agree. It has been hard for my teacher to get the students to sit still and focus. We experienced this first hand when we taught our lesson. Our lesson was successful, however, it felt like we were all constantly addressing a student. The students all seemed to enjoy the lesson however, and I think they learned a lot. One high from this week is that I am really starting to make a connection with one of the students who do not speak English. The little girl gave me a hug as soon as I walked in the door and she wanted me to play with her all during P.E. One low from this week is that one of the students

She has quite the task ahead of her because many of her students do not understand what she is saying, and that makes it hard to keep them focused. One way that my students are productively engaged when we were teaching is that we asked them questions a lot during each activity. We made sure that the students did not have to sit too long and hear us talk and that they were allowed to be involved in their learning. My cooperating teacher does a good job of keeping the students productively engaged as well. When my teacher instructs her students, she makes sure to not keep them sitting for too long. My teacher will give the students the information or tell them the instructions and then she will directly get them involved in their project, or their task for the day. My students have also been productively engaged in the learning process because whenever we teach a lesson, or when my teacher teaches a lesson about a new topic, we will ask the students to provide us with their background knowledge. When a student provides their background knowledge, you can see what the students are interested in, and what they know and then you can gear your lessons toward information that they do not know, which will help them to be more deeply engaged in their learning. One piece of evidence that I can provide to show this engagement was when we taught our lesson about what flowers need to grow. When we started the lesson, we asked the kids what flowers needed to grow and then we wrote it on the board. Then later in the lesson, we went over what the students had said, and we crossed out the answers that they realized no longer are an answer to the question. The students were extremely engaged with their learning during this part of the lesson, they found out misconceptions, and they became excited when their answers were right. However, they also learned from their incorrect answers and