When reflecting back on my showcase lesson, overall, I thought it was not great but ok.

Yes, there are things I wish I could go back and do again. For my showcase lesson, I choose to teach a two-day consecutive math lesson on perimeter and area. For preparing, I used Dr. Vartanians math methods I learned in his class and I follow the NCTM standards as well. I had the real world connection that allowed to students to become interested in the information I needed them to learn. When teaching, I had my examples, but I did not have an answer key for those questions; so, I was working the questions out along with the students. After teaching, I had awesome and activity for my students to complete where they moved from desk to desk to complete questions on area and perimeter. When looking back on my lesson whole class, yes, there are things I would definitely go back and do differently. For example, while teaching, I will have my answers for my examples already at hand just in case I need them. Because I made and a small error and had a student redirect me, which was not a good feeling. I also realized after teaching that I introduced a complicated problem in a more complicated way; instead of having a shape that was missing four numbers, I should have had a shape that first, was missing one number. Then after they understood how to find the perimeter with one missing number, I could then increase from one missing number to two missing numbers and kept increasing once students understood. I also realized that I let the students go too early when they obviously did not understand. When asking them questions and having only two to three students out of 23 try and answer my question I should have stop and went back instead of continuing, when I knew everyone did not fully understand. Until this

lesson, I taught that I could manage a classroom, but I found it somewhat challenging to manage the students while teaching. I did redirect some students I saw off task, but I found it difficult when having to continue redirecting while teaching so I just looked over students that were being disruptive while I was teaching. To correct those unpleasant things, I should have stopped and communicated how they were being very disrespectful and how vital this information was to them. Along with management, I also realized that when transitioning students form the carpet to their desk, I did not succeed. Instead, I should have given clear and precise directions, which caused me to have to raise my voice when students were not doing what they were told. With those corrects being made I believe, my students would have responded much differently to my lesson. Even though they seemed to enjoy the activity moving around in math class, at the end, I felt like I mislead my students and that my cooperating teacher would have to go back and re-teach it. I felt extremely bad about it and throughout the whole day, I wished I could have gone back and retaught the lesson. But later when conversing with professors and fellow classmates, I realized that this was my first time teaching a math lesson and I am at the stage where I will make mistakes. I must learn to reflect on those mistakes like; acknowledging my mistakes, knowing what I liked and did not, and what I should have and will do differently when teaching this lesson again in result learn form them and grow as a successful educator.

Low, High, Average Performance For my low student, during my lesson, I remember the student not giving me 100 percent and had no intentions on trying. When having to re-direct students, this particular student I had to redirect more than once. The student is a very smart student and when they are having good days they pay attention and do what they are asked, but for my showcase lesson, they were so compliant. After the lesson, I asked the teacher why was this student was acting out like that and she replied, that the child did not take their medicine that day. The child even thought I am not sure, has ADHD. I do believe form developing a relationship with this student I strongly believe the child had of taken their medicine that day, their attitude would have been totally different and they would have been a disruption. With the student not taking their medicine affected by lesson tremendously. I had to constantly stop and redirect this student and others due to them making other students be off task when teaching the lesson. When doing the activity, that is when I realized that this student, who normally does great, did not know anything about perimeter and area. It shows how a students attitude a certain day can influence how much or if any information they will learn. For my average student, I believe, that they learn the most when looking at the pre-assessment and post assessment. While teaching my lesson, this student was on task the whole entire time. Their eyes were on me and they were neither talking to other students nor allowing those disruptive students to distract them. Since they were on task them whole time during my lesson, I believe, that is why

their score improved when it came to the completing the post- assessment with 100 percent accuracy. My high performing student was great as expected. They are always on task and behaving and the day of my show case lesson, nothing changed. This student is naturally quite and never says much unless they are called on by the teacher and even at recess they playing quietly. For the pre- assessment, they already new information about the topic and for every question had their hand up ready to answer. This student even called me out on a mistake that I made while giving them an example. I feel as if the student needed more difficult questions about perimeter and area than their classmates. If I could do this over again, I would pull this student aside and give them more difficult math problems to further their knowledge. The only time I had to modify my lesson was when my high performing student called me out on an error I made when doing one of my examples. I drew the shape on the Smart Board and then wrote in the numbers. After I wrote in the numbers, I then began to start working the perimeter problem out. After working out the problem I realized that something was not right because I the answer I received did not make sense. Time I noticed it I then began to panic because I did not want to mislead the students with my stupid error. The only thing was I could not find where I missed up. I realized it when my high performance students commented that the reason why the answer was wrong was because the number for the different side of the shape did not fit. They student was not rude when telling me. In fact, she kind of told me in a way that was in a helpful like tone. I believe she

knew I missed up and I was being graded so she did not want to embarrass me, but it was too late. Once I stood corrected by a nine year old, I was immediately quite and thought how was I going to correct this situation. I then replied, thank you for correcting it and me it is great that you noticed the mistake. I also stated, that yes, teachers make mistakes all the time!

The first lesson I taught this in 329 was social studies about the Westward expansion of the thirteen colonies. I was particularly excited to teach this lesson to my students because social studies is my favorite subject to teach. When preparing my lesson, I received all the information my cooperating teacher wanted me to have on the topic; then I went thought long and heard about how I was going to grab my students attention, since I know many students do not like social studies. After thinking long and hard I decided to grab their attention by using a TedED animated video discussing the Westward Expansion. My cooperating students specifically want me to do a certain activity with them, one that they have been doing since the beginning of the year so, I did. I instructed students to work with a partner and read a text on the topics and after reading the packets, they must fill in the chart with the correct information according to their readings. The students seem to enjoy the connection the TedEd video the watched. I would not change anything about that because after the video, they were ready to learn more about Westward Expansion. For next time, I will have another activity for my students to do. I feel like the activity I did then was effective but not effective enough.

After doing both immersions and going every Monday, Wednesday, and sometimes Friday, I have learned a lot in the short amount of time I was out at Merrywood. While in the classroom and teaching my lessons, I have noticed some things that I would never do again when teaching students. Some of the professional development that I have noticed and will take with me on to 429 and throughout my teaching career are one, when teaching math, I will have my examples already worked out and ready for me to refer back to if needed. The other is, I have to be constantly remember where my students come from and what they are experiencing while not at school. When doing that, I will know how to reach him or her in the best way and know how/ what kind of relationship we need to have individually with each student.