Online Reflection #3: Knowing When Students Are Learning

As the semester begins to wrap up, I am feeling the pressure to make sure that my students learn as much information as possible. Being in a Language! class, I am able to see their progress and mastery of concepts more easily than if I were in another English class. One concept that I continue struggling with is: how do I get my students more engaged in the lessons and not just read the information to them?

During my lessons, my CT has been helpful in showing me how to get the students more engaged in the lessons. I have developed a tendency to take total control of the activities, and my CT has been helpful in keeping the lessons student focused. 

While I plan my lessons, I think about what information is going to be most beneficial to the students, and how I will know they are understanding the concepts. Since the lessons come pre-made through the Language! Program, my job has become manipulating the slides to fit the needs of the students and to maximize the amount learned. This is more difficult than I had realized, trying to redesign the lessons to promote maximum learning in the students (250). Using the SmartBoard, I have been able to bring students to the front of the class and manipulate the slides, thus increasing retention by ensuring that each student is following along in their text and getting the most out of the day’s lesson.

This semester has been one of the most difficult in my career as a student. I have not mastered how to get concepts across to students, or how to tell when students understand concepts. I have learned that while I am leading a class, I can come across as monotone or unsure of myself. My CT this semester has been great about trying to help me break out of my shell and explore new strategies while I plan my lessons. I am learning when students need the physical act of writing things in their workbooks, versus the interaction of being at the Smartboard and manipulating activities as a group rather than individually. This is beneficial when I review concepts, as well as introduce new ones to students. By knowing when students understand, I can tell when they are ready to move forward as a class.

Bomer, Randy. "Teaching Toward Participation in Digital Culture." Building Adolescent Literacy in Today's English Classrooms. Portsmouth, NH: Heinemann, 2011. Print.