Both of my students’ participation during the lesson and learning in relation to my objectives were outstanding. Irene did a phenomenal job predicting what the story was about. It was obvious to me that she understood my explanation of what a prediction was, and she drew a picture of the zoo, due to the fact that there is a polar bear on the front cover and because of the title. Garret’s picture demonstrated that he understood the term predict, also. He drew a house. When I asked him to explain, he said that he thought the story would be about the polar bear’s house and what he sees. They both demonstrated to me that they understood the term prediction.
Throughout the lesson, they each demonstrated to me that they understood the four terms. After reviewing their little notes they made during the story, I saw that they made appropriate connections. Correct listings were under the three terms I had on the sheet, which were connections, questioning, and visualizing. The responses they listed under each topic were appropriate, and when they explained why they put them there, it was obvious that they comprehended the meanings of the three new terms.
The strength of my lesson was that it was one on one. Only having two students helped Garret tremendously, because he has ADHD. Taking him out of the chaotic environment and eliminating distractions helped him continue to stay engaged and participate in the lesson. Although there were a few instances where he lost distraction because people were in the hall, it went over well. The fact that I only had twenty minutes to do the lesson was a limitation because I felt I did not have enough time. I ran out of time in the end when we were supposed to compare their visual aid predictions. We talked about them briefly, but it was rushed and they were more concerned about lunch at that moment.
I noticed that teaching is much easier with two children, rather than 20! I felt more in control, and I felt that I really made a connection with Garret. Usually during my lessons, he is chaotic and frustrates me a bit. This is why I chose him for this lesson. My last discussion lesson went terribly, and a lot of it was due to him, because he was running around and distracting others. I wanted to learn more about him as a student, and I took this opportunity to do so because I assumed he would do better one on one. I was very impressed with his performance. My question is how is it possible for teachers to have this type of lesson with one student. If Garret thrives in this type of environment, what ways can I continue to do this? I feel it is nearly impossible to do so with so many other students. I certainly cannot do a special one on one lesson with a student like that after every lesson plan I ever do.
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