S.O.

1 Reflection Kindergarten (Math)

The Reflection:
My lesson was on the number 10 for math and the different ways the number 10 can be
written or drawn out and with words. The aspects of my lesson that were implemented
differently than I planned was that my CT was not feeling well, she had the flu, and was absent
for the two days that I was there. By doing this lesson, I thought that I would have my CT to
help me with the classroom management. Instead there was a substitute and during my lesson she
wasnt help me at all. All she was doing was sitting down and watching me doing my lesson. I
knew that the substitute watching and not doing anything could be a possibility, but since the sub
was teaching in the first half of the day, I thought that she would automatically help me.
If I were going to teach this lesson again I to the same group of students, I would change
how I approached the lesson. I handed out the papers on their desks and they came in and started
to do the assignment immediately, when I was still telling them the rules. I would not have given
the students manipulatives, because they were not using the manipulatives, and was causing a
distraction to them. I would have liked to find a more challenging worksheet for students to
complete. I looked everywhere and I couldnt find that would be more challenging for
introducing the number nine. Everything I found was for adding.
What surprised in my lesson, was the constant chatter from the students. They normally
talk a lot, but that day after art, they were talking excessively, and could hear me when I was
trying to speak. The students were good all day and when there was another person in the class,
they got riled up. Right when my supervisor walked through those doors, the students were
talking even more. It is natural for kindergarteners to talk a lot, but this time it was too much. It
surprised me because if my CT was there then the students would not have been talking as much.
The connections I can make to my lesson today from my coursework, the literature, and

S.O.1 Reflection Kindergarten (Math)

any previous lessons or experiences is to have very good classroom management, especially if
the students actual teacher (my CT) was there.
Time

Celebration/Struggle/Question:

Claim about teaching practice

3:20:67

Kids were looking at my

computer because they were
intrigued.

Tell the students the rules

before we start the lesson.

5:39.37

Thumbs up if youre done

Trying to implement
classroom management
procedures.

12:24.67

Kids shouting out, I already did

that.

Needed to make sure that all

students are following along.

18:13.20

Kid struggling with the content.

23:52.12

I am getting frustrated with the

noise level and the students not
following along and moving
ahead of me.

Have more patience and think

before yelling.

The Analysis:
The objective of my lesson was that students would be able to read and write out the number 10
in numerical and written form and count from 1-10 with no errors. Students would be able to
identify greater and less than, and draw out a set of 10 using a tens frame, tallies or dominos with
50% accuracy. I have to say that 90% of the students were able to complete the objectives but
the 10% were not able to. The worksheet given had activities on them and I used manipulatives
so students can count with them, but that was ineffective because the students werent using
them. Also, the worksheet was too easy for 90% of the class. The accommodations were always
redirected, and re-stating the directions over many times because kindergarteners were not
listening for the directions the first time.

S.O.1 Reflection Kindergarten (Math)

There was 1 particular student that had difficulty with the lesson, because he is only 4 and
needs an adult next to him at all times. He needs positive feedback and always yells out that he
is confused. Like he is the only kid in the room. The students has been placed with another
kindergarten teacher. The students that completed the assignment quickly
needed enrichment and are very quick to talk when finished and disrupt
others. I should have given another worksheet for the students that
completed in time so they can be enriched in this content.
Next students will be learning greater than and less than and move on
to shapes. I plan to teach a science lesson, just to get used to the different
content material. I will make sure that have told the directions explicitly and
positively redirect students.
Unfortunately, I forgot to differentiate my instruction, so next time I will
group students with the highs and lows together and give another type of
manipulative. If they were grouped together, they would have effectively
completed the assignment with time to spare. There are no ELL learners in my
class, so it wasnt applicable to me at this time.
My vocabulary needed to be more precise and not as vague. The students were not using the
vocabulary correctly because I wasnt using the vocabulary correctly. I was so focused to teach
the lesson, I forgot to encourage precision in students' use of vocabulary and forgot to give praise
to specific students. I made sure to address students that did the work
inaccurate. I asked what did they do wrong and helped them through the
specific problem.
I planned to facilitate the SMP 1 because Kindergarteners need to make sense of the problem

S.O.1 Reflection Kindergarten (Math)

before solving the problem. Students were using counters, tally marks, and dominos to represent
the different ways to draw out the number 10.

S.O.1 Reflection Kindergarten (Math)