Reflection to Beers and Probst's Webiniar

Mini Lesson Reflection

Last Monday, I gave a mini lesson on participial phrases. This lesson did not go the way I planned. 

One of the things I noticed (which was pointed out in the discussion) was that I didn't repeat "this is what a participial phrase is" enough. Actually, I didn't even hear myself telling the class what a participial phrase at all. I rehearsed it multiple times but when I went in front of the class, I forgot the most important piece of information. I think if I were to do this lesson over, I would have a slide dedicated to defining a participial phrase.

Another thing I would change is I would have a printout with the sentences (and now definition of a participial phrase) for the students to follow along with. My original lesson plan had the printout listed under materials but it slipped my mind. I would hope when I'm actually teaching in the future, I would review the materials I needed for class. 

The biggest problem I had with how I executed my lesson was the timing. When I practiced my lesson at home, I always pause to give my imaginary class time to answer my questions. My time is always nearly perfect when I present my lesson at home but when I get to class, I speed through the whole thing as if it was a race. I think this is half because I get nervous and half because I'm worried about running out of time. I have decided that in the future, whenever I am presenting a lesson, I will wear a watch to help me with the timing. This is something I've noticed many of my past teachers do but I never gave much thought as to why. 

When I revisit the lesson plan that I have written, I still like what I have written. However, I was a tad bit vague with my plan because I made some mental notes for things I wanted to talk about. I will not be making mental notes in the future because I think those notes go out the window as soon as I stepped in front of the class. 

There were some small things I would change and keep in mind for next time, like moving around the classroom more (rather than stand behind the computer as much as I did) and carefully read what my "students" have written down.