Chains - A Reflection on Lesson Three

An element of my teaching that I notice needs improvement is my movement around the classroom. In seeing film of my teaching Lesson Three - where I read two chapters of the novel Chains to students and had them respond to questions - this was clearly reflected. I stayed at the front of the classroom for nearly the entire 45 minute class session. Until I saw myself this way, I didn’t notice that two boys on the left side of the room weren’t at all engaged in the lesson. They were flipping aimlessly through the pages and having what appears to be a nudging war throughout the class session. I didn’t notice this at the time, in part because my face was buried in the book reading to them, but also because I stayed at the front. Had I walked around the room as I read, perhaps the students would have been more on task. Maybe they wouldn’t have, but it probably would have been more effective in helping them focus. Aside from this, I think I created a classroom climate that was positive overall. I think stopping and explaining certain vocabulary terms in the reading that they were unfamiliar with helped create that climate. In the section of the class that was filmed, it didn’t happen but later in the class, a student spoke up and asked what a specific vocabulary term meant. I think because I stopped myself and explained vocabulary terms or aspects of the book that I knew they might not understand, it helped students feel more comfortable speaking up and asking questions when they didn’t quite catch something or didn’t know what it meant.

I have to be critical of my instructional strategy. Even before seeing my teaching, I didn’t really like just reading directly to them. But, I also didn’t want to popcorn read, because I know that can lead to anxiety for a lot of students. Upon watching my teaching, I felt bored. If I feel bored by watching it, I can guarantee that there were students who shared my boredom. I don’t know right now what the best way to complete the reading would have been. Perhaps small groups? I need to come up with better strategies for having students read the same text and start and end in the same spot without me having to stand at the front of the class and read the chapter to them. There were aspects of the story that were better because I read to them and could stop and discuss or explain the section, but it’s not the greatest option for engagement purposes.

As a whole, the lesson was decent it just wasn’t particularly interesting. Maybe I would feel differently if the chapter was action-packed and the students were really excited about the reading - but that wasn’t the case this day. My take-away from this exercise is to make a conscious effort to really move around the room more rather than stay at the front of the room. Also, I need to be more aware of my students in the room if I am forced to be at the front. Finally, I need to research reading strategies to try out in my classroom.