Documenting Growth.

Link to lesson plan 1.

Target sheet for lesson plan 1.

This lesson was taught on March 18th -- the second day we were out in the field.  I was obviously incredibly nervous, tripped over my words more than I should have, and I wasn't clear with my instructions.  Because I wasn't clear with my instructions, the students didn't work as well as I had hoped.  We went to the library to use the computers, but most of the students sat with their friends and chatted.  Students from other classes were also chatting with the students from my class.  It was just a terrible period overall.

My co-op suggested that I set up clear rules for the computer lab. I allowed only two students to a table, they weren't to sit with anyone that wasn't from our class, and the expectation was that they were using their time to work on the assignment.  I kept those rules throughout my time at Miller, and re-iterated them each time we were going to the library.

Link to lesson plan 2.

Target sheet for lesson plan 2.

I've always had an issue with dating my work, and it was no different during my pre-internship.  Essentially what I'm saying is that I don't remember exactly what day this was on.  I believe that I taught this on the 28th of march, so about two weeks after the first lesson I provided.  This one went far better, and the evidence is right on the target sheet.  I established what I wanted students to do, I went over the rules for the library, and the period went incredibly smooth.

I was far less nervous, as I was already roughly two weeks into the placement, and I knew what expectations I had for the class.  I was able to lay out exactly what I wanted from the students.