CT Reflection #2
Time Celebration/Struggle/Question
8 minutes and 20 seconds Struggle:
After I played the greater than,
less than, equal to video for the
students to get engaged, I failed
to identify the essential question
“How do we determine the
greater number?”
9 minutes and 55 seconds Celebration:
When I began teaching the
students how to identify tens and
ones to be able to determine
which number was greater, I used
rods and units to make the
concept concrete. Each student
also had a set of rods and units as
well as a math sheet with a tens
and ones column to use for their
partner activity.
15 minutes and 8 seconds Struggle:
At this point in the lesson, when I
saw the low levels of student
engagement, I realized that I
should have had the students
come to the carpet to make the
content more concrete and allow
the students to practice working
on the inequalities before they
began their partner activity.
Claim about teaching practice
Before beginning any lesson,
it is crucial to identify the
objective of the lesson
through either an essential
question or another method of
conveying it.
The students enjoyed using
the rods and units to identify
the amounts in the tens and
ones places. When teaching
new concepts, or even
practicing concepts, it is
important to provide visuals
for the students to use to
identify the size of numbers
when comparing them. I
knew that the students would
more easily grasp the content
with the visual and
kinesthetic aids.
FEAP:
1e. Uses diagnostic student
data to plan lessons
When teaching new concepts,
it is very important to
promote engagement by
having students practice the
material as it is being taught.
For this lesson, I should have
had inequalities for the
students to practice using the
symbols as they were being
taught. Based on student data,
this concept needs to be
retaught as more than half the

24 minutes 14 seconds Celebration:
One student came to the front of
the room to show the students
how to use the rods and units,
and he showed the students a
method that they were able to
relate to.
36 minutes and 25 Struggle:
seconds My time management skills were
lacking during this lesson
because the students did not
begin their partner activity until
36 minutes and 25 seconds into
the lesson. All of the time spent
prior to the students starting their
partner activity was dominantly
teacher-centered which is not a
teaching style that I particularly
like.
39 minutes and 0 seconds Struggle:
Two of the students were not
working together because one of
the students grasped the content
very quickly, and rather than
helping the other student learn
the material they wanted to draw
on their whiteboard.
class had difficulty using the
correct inequality symbols.
5b. Examines and uses
data-informed research to
improve instruction and
achievement;
More often than not, students
learn from other students
more than they learn from the
teacher. If a student grasps
the material, having them
explain it in their own words
to their classmates is often
more beneficial than hearing
it from the teacher.
Learning how to monitor the
time during lessons is crucial
to ensure that everything is
covered throughout the
lesson. I spent entirely too
much time teaching the
material rather than having
the students practice the
concepts on their own.
Missed FEAP:
2 a. Organizes, allocates, and
manages the resources of
time, space, and attention
When planning who is going
to work together, it is
important to keep in mind
students academic levels as
well as their willingness to
help their partner if they are
struggling. More strategic
partnering would have been
very beneficial to this specific
lesson.
Missed FEAP:

42 minutes and 12 Struggle:
seconds One of my gifted students raised
their hand and shared that she
was confused and did not know
how to use greater than and less
than symbols.
53 minutes Struggle:
I realized at the end of the lesson
that I did not provide adequate
translations for our monolingual
student JP. My focus on the
content caused me to forget
5c. Uses a variety of data,
independently, and in
collaboration with colleagues,
to evaluate learning
outcomes, adjust planning
and continuously improve the
effectiveness of the lessons;
And
1e. Uses diagnostic student
data to plan lessons
Once a student who regularly
grasps content shares her
level of confusion, it is
important as the educator to
identify if there is a particular
area that the student is
confused and go over it with
the entire class to ensure that
all students who may share
the same confusion have their
misconception clarified.
When teaching a lesson to a
class that has monolingual
students in it, it is crucial to
have some key words
translated as well as many
visual aids readily available.
While I had the visual aids
provided for JP, I completely
forgot to interchange some of
the key words with Spanish
as I was teaching the lesson.
Missed FEAP:
1e. Uses diagnostic student
data to plan lessons