Also, in my own classroom, I will have established my own routines, procedures, rules,

and consequences. That is more conducive to a classroom generally running smoother. I find it

really difficult to manage 28 students, especially when half of them have their hands raised at

once. It's hard to be consistent about "I listen to students who raise their hands," especially when

I'm preoccupied with another student and may not have seen their hand which prompted them to

get up and try to ask me directly.

4. My students and I certainly experienced Ms. Frizzle's iconic mantra: "take chances, make

mistakes, get messy!" They learned that science doesn't always work out like it should — but

that's okay, we learn from it anyway. They learned that even teachers make mistakes and that's

okay. Furthermore, they were also able to gain a greater understanding of what they needed to

add if their mixture was too dry or too liquidy — as evidenced by the comments/observations that

they made in my next lesson.

Anna Latimer

Dr. Wilcox

November 1, 2017

Reflection: Oobleck Lesson

1. I believe that my introduction to this lesson went really well. I got them really quiet using a

call and response that I introduced them to on Friday (Hocus-Pocus). I then briefly retold the

story about the oobleck to them (this was all after getting the tables set up and most of the

materials distributed) before calling them up by group too get their oobleck. They were also

really good about not opening it until I specifically asked them to — though I expected them to go

ahead and open it as soon as they got it.

2. Though I was trying to cut down on prep time since this was going to be a really short lesson

slot by preparing ahead of time (an hour or so ahead) and putting the solution in containers

beforehand. I think that if I did this activity again I would try to allot more time and prepare it in

front of them and then distributed it. That way I KNOW that the solution is correct and the

students will actually get to experience proper oobleck. Also, if I had any say in the matter, I

would not put an already- short slot of science or social studies time at the end of the day when a

longer math or LA block could be put there and bear the burden of potential cutoffs due to

dismissal.

3. As a teacher, I learned that I do enjoy planning exciting, surprising lessons because the

students are always itching to find out what I have planned next. However, I have already begun

to experience the jooys of funding your own classroom. I have also learned that on some days I

am able to manage the classroom better than on other days. Now I just need to unlock the secrets

of making the good days more consistent.

 Wesleyan College
Field Experiences Observation Instrument (FEOI)

Name , Course Date Observation #

/
Cooperating Teacher School Grade/Area Evaluator
KEY: N/P= Not Present or applicable 1 = Emerging 2 = Developing 3 = Proficient 4 = Exemplary

NP 1 2 3 4 Observation Proficiencies TCOI

.i 1) Lesson planning, preparation and organization are evident. - II-3b II-3b
/ 2) Materials are organized and distributed efficiently. ),, II 5a; II-5b II-5a; II-5b
3) Various and appropriate resources are utilized II-3b II-3b
../ 4) The purpose of the lesson is articulated (communicated to the students). I I-2b I-2b
J 5) Sound knowledge of the content is evident. I-la I-la
6) The lesson is designed to accommodate a variety of student abilities and learning I-1b; II-4b; II-4c I-1b; II-4b; II-4c
styles.
./ 7) "Real world" connections are addressed in the lesson. R, . I-lb I-lb
8) Objectives are measurable and relevant. - I-lb I-lb
9) Students are given clear directions and demonstrate a readiness to complete the II-4b II-4b
i assignments/assessments.
10) Assistance is provided to individuals or groups as needed. I-2b I-2b
11) Adequate feedback and encouragement are provided to the students. II-5c; II-6a; II-6b;II- II-5c; II-6a; II-6b;II-6c
6c
12) Knowledge of the students' background and performance is used to assist in III-7a; III-7b; III-7c III-7a; III-7b; III-7c
developing activities and assessments.
13) Assessments are aligned to the lesson objectives. III-7a; III-7b; III-7c III-7a; III-7b; III-7c
--
14) Candidate closes lesson effectively (eg: Provides students an opportunity to self- III-8a; III-8b; III-8c III-8a; III-8b; III-8c
assess)
15) High academic expectations are communicated to students. II-3a II-3a
16) Students are treated fairly and equitably. II-6a; II-6b; II-6c II-6a; II-6b; II-6c

17) The classroom environment is supportive of learning. II-5a; II-5b; II-5a; II-5b;
✓ 18) Transitions are effective - II-5a; II-5b II-5a; II-5b
19) The candidate speaks and writes standard English clearly, correctly and distinctly. II-3a II-3a
i/ , 20) Effective classroom management skills are evident. .,,„.,rtn,-, , (1:"c" '--e /'-• II-5a; II-5b; II-5c II-5a; II-5b; II-5c

dig cX / 11 //7
Student' Signature ate Evaluator's Signature Date
A plan of action addressing any area where a '1' was received should be submitted within one week of signing this form.
"NP" (not present) is not a "0" score. This should only be used when an area was not included in the observed lesson. REVISION: (12/10/14)