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STUDENT TEACHING DAILY REFLECTION BOOK – SAMPLE – Mia Angelis

I had my second observation this week and I am really pleased with how well it went. I
am really working on talking in a short, explicit manner in both my directions and redirections. I
never realized just how difficult it is to give explicit directions to kinder and first graders until
this placement. Adding a few extra words into my sentence can cause my students utter
confusion or just plain ignoring. So, with the help of Ms. Anne and my listening ears, I have
begun to talk in a more direct and simplistic manner.
Somehow, despite how busy my weeks are, I also completed my research on context paper.
(Question 2: How and why you used the research data you collected (other than funds of
knowledge data) as you designed your unit) The data that I collected from my research was
undoubtedly helpful when creating my lesson plans. I have been collecting data on the school,
classroom, the halls, my students, etc. since my first day at Emerson. Emerson is very different
from other schools that I have been at, for example, I have never been at a school where the halls
are flooded – and I mean flooded – with parents each morning and afternoon. Parent involvement
is definitely something that is part of Emerson’s school culture and something that I noted in my
head before I created my parent survey. Out of the eight students in my class, two students are
picked up and dropped off by parents. The other six students qualify to ride the bus because they
are in SPED. My two students who are picked up and dropped off by their parents have very
involved parents. Not to say the other parents aren’t involved, because they are, but these two
sets of parents really like to spend time in the classroom after school with their student and read,
draw, talk, etc. This is definitely different than what I am used to, but I figured I could
incorporate these two sets of parents into a reward for my two students. The focus question is
explicitly asking how I used the research data to influence my lesson planning, but with lesson
planning comes behavioral intervention as well. For my two students who have parents that pick
them up, I have realized that a positive conversation with me and their parent after school is a
true motivator for these two students. This has worked in my favor and helped me when teaching
because it is something that those two students are always working towards.
I also quickly realized what students should and should not sit/work with each other in the
classroom. Although all of my students get along, for the most part, some students love to
socialize, and play pretend all day if they are next to each other. With that being said, my
observations that I made in the classroom, the halls, and at lunch with my students really was a
driving factor in the way I sat/grouped students during lessons and intervention work. I was
STUDENT TEACHING DAILY REFLECTION BOOK – SAMPLE – Mia Angelis

appreciative of the reteach/observations that I made throughout the first few weeks because it
truly allowed for me to adjust and adapt my instructional planning.
All day long, no matter if I am teaching a “lesson” or not, there is a thought process that
must take place in order for me to set my students up for success. The research that I completed
my first few weeks helped me to create a quick thought process/checklist to run through in my
mind to help my students and myself be successful. Listed are a few things that I run through
each day, multiple times a day.
• Does this person work well with who they are next to?
• What is this students A, B, C?
• Does this student seek attention?
• Can this student meet up with us after they are finished doing ____ or do
we all need to wait for them in order to not risk elopement/outbursts/
physical aggression/etc.?
• Does this student need very minimal directions and redirection? I.E “No.
Not kind. We don’t _____.”
• What helps this student calm down?
These are just a few ideas on my mental check list that I go through each day. If I hadn’t taken
the time to observe my mentor, my students, and the school atmosphere it would be very difficult
to efficiently teach and maintain behavioral interventions in the classroom.
As I continue to plan and create new lessons, I am constantly referring back to the
research data I have collected, as well as the funds of knowledge data that I have collected. Both
forms of data have purpose when creating lesson plans. Each day I continue to learn more about
my students, and I work hard to incorporate as much data driven decisions into my lessons and
instructional practices as possible.

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