Micro Teaching Reflection

The lesson started off very well, the studnets enjoyed the tribes energizer. The energizer would have been more effective if there was enough time to read through the entire activity. The lesson began quite well, the students were participating and answering the questions correctly. However, it soon became apparent that the subject matter was far too easy for the students and they began to get bored. Some students responded with sarcastice remarks to questions, others just began to tune me out. The students were able to fly through the work sheet in a matter of seconds. I have made some changes to 8.b. to correct some of the problems that I perceived in my lesson plan in conjunction with the feedback provided by Dan, Mary, Kari, Maxine and Sandy. Some of the more important changes are increasing the physical involvement of the students to help hold their attention. To do this instead of asking questions and using some many examples initially I would give several examples and then have the students participate by measuring specific objects in the classroom. This is important because it will help to illustrate WHY we must use different units of measure and it will introduce the concept much earlier in the lesson. In my lesson I left the introduction of the WHY to the end hoping that the students would come up with the question on their own as we were going through the examples. I have also introduced another worksheet. The first worksheet was completed very quickly, the second worksheet will force the students to make decisions on a specific unit of measure when an object or distance is being measured with a specific purpose in mind i.e. as a cartographer, tourist, construction worker, etc. I also have realized that I must be more firm when dealing with students who are constantly disruptive in order to prevent the behaviour from continuing and disrupting the class and so that I do not spend too much time with that student in particular. When it comes to questions that are outside of the scope of the lesson I can acknowledge the question, but inform the student that now is not the time to discuss it. I would also let them know that the question can be discussed later or if the student is particularly disruptive I can ask the student to prepare a short response for the next class to answer there question that I am certain many other students had as well. I think that with these changes the lesson will become more challenging and engaging for the students. I also think that I will be more prepared for disruption and other potential problems the next time around whether it is for this lesson or another one.