Reflective Teaching Journal

Riley Lathrop

Date of Lesson: June 12th, 2019 Unit: Unit 2 “My Relationships”

Lesson Taught: Unit 2, Lesson 2
Overview of the class (content and pedagogy)
● Shake down (standing at seats, shaking arm, arm, leg, leg, whole body from 10, 5, 4,
3, 2, 1)
● Circle dance (in out high low fast slow over under)
● High/ low pattern game
● Body chain (choosing a body part to connect and vocalize)
● Reflection (What was difficult about today?)
● Song: “Five little ducks”

Pre-Class Reflection
1. What will I offer to my students today?

Today I will offer patience in time management, and an awareness of the power in slow
and steady pacing.
2. What am I most looking forward to for class today?
Today, I am looking forward to possibly strengthen the ability for the class to create a body
chain more efficiently than previous days. I am looking forward to seeing students connect
their body parts, and possibly choose some new body parts, now that they have practiced
this body chain before.
a. What am I most concerned about? (Do I need a strategy for this concern?)
I am most concerned about transitioning students into a circle from their seats. Typically,
students take a long while to create the circle, or they refuse to join the circle, run out of
class, sneak under the desk, etc. I could count down from five, however that has not been
the most effective in the past. I could show students a timer on my phone, or simply begin
singing and see if students join the circle.
3. What am I most curious about class today?
I am most curious about how students will respond to the new prompt of the reflection.
Students have not answered a question about what was difficult, and I am wondering if this
may generate more diverse answers.
4. What is a positive affirmation I can give myself today to guide myself in teaching
with passion and success?
Each student shows passion for learning in different ways, and each student learns in a
different way.
5. Additional Thoughts

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 Post-Class Reflection

1. What went well? Why?

● Today, the high and low pattern game went well because this was a repetition from
the previous day. Also, students were able to do this inside the classroom because I
moved the teacher’s desk. Because we were inside, students had a smaller space to
move, yet this provided a smaller space of focus. Each student could see one another
because we were more confined. The circle also moved a bit faster also because
students were closer physically to the student next to them. Students were smiling
and eager to create the pattern with their bodies. Yesterday, it was difficult for
students to remain on the low level. Today, students remained on the low level
when it was their turn to do so. In the future, to make this more of a challenge, I
want to add mid level to the movement. Then, students will have all three levels as a
tool and concept to adapt into movement phrases and also to demonstrate the
English vocabulary of.
● We introduced the song “five little ducks” today. This song introduces the concept of
over. To build this further into class, students can also sing “under the hills” instead
of “over the hills.” We can additionally add other prepositions as well. During this,
many students were singing with confidence. Many students were doing movements
along with the song as well, since I embodied the lyrics and looked at everyone to
join in with me. I moved my arms over like a rainbow on “over,” did quacking
motions with my hands, flapped wing arms, moved my hands away on “far away,”
etc. This helps students associate each word with an action. Each action that is
embodied can help students associate the word with the meaning. This can be a tool
I can use in the future for all English words. For example, I’m going to add a tune
(could use another tune of a well known song) to our body part dance.
● Today, I had students gather around the whiteboard, and each student came up to
the front of the class and chose a body part that had not been said yet. Each student
moved that body part, yet in a safe way that was often a copy of what I did not
prompt them to move that body part. Students were excited to choose the next
person who goes next. I was also happy with how students were able to identify
body parts that had not been said yet. Students understood that we were supposed
to add each body part on to the phrase.
● Students were adaptive to adding fast and slow into our circle movement
combination. Students, even students who are generally quick movers and
physically aggressive or fast moving, were able to slow down. I think in the future, I
will exaggerate the slow even more so students can have an even larger contrast
between fast and slow. I am beginning with using the words fast and slow because
some students were familiar with these words. I also added over and under into our
movement phrase. Students were able to embody a full body of over and under, and

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 then in the next classes I plan to have students use their own bodies to go over and
under, or have them go over and under one another’s arms before beginning to
move over and under each other. I also want to add through as a relationship
concept which aligns with some stories I have such as “we’re going on a bear hunt”
and also students can embody this easily with another and negative space.
● Reflections went well today, and today was also a new question for students. Today,
we explored “what was difficult about today?” Students took on this new question
with ease, and are getting more used to new questions and adapting to answering
questions each day even if the question changes. I do want to move students
towards reflecting upon the day with diversity in their own answers.

Reflections
b. When were the students most engaged? Why?
● Students were most engaged in the pattern game involving levels. Students here,
were eager to complete the pattern. I could even have students race against a timer
to see how fast they can make the pattern or I could have them go around the circle
and start over if somebody does the wrong level in the pattern. Students were most
engaged during this because to them, this was a complex puzzle they needed to
solve. They were working with their entire bodies and needed to have additional
special awareness throughout.
● Students were engaged within the circle songs. Both the “five little ducks” song and
the movement concept song students were joyful in. Even students who are
generally not going along with the rest of the group were intrigued by the singing
and moving their bodies along with the music/singing.
C. What was my best teaching moment? Why?
● I recognized that a three strike system needed to occur. I realized this because
students during the first half of class were becoming physically unsafe. Emotionally,
a three strike system feels like I am focusing on punishment and discipline.
However, I focused on what was best for both individual students and the entire
class. With the three strike policy, students behaved in a manner that was different
than previously. Students may need this three strike reminder at the beginning of
class and I could also incentivize students to behave through rewarding students
who do behave. Although the two students who received strikes were upset with
me, I knew this would keep the class working towards always being the most
productive it can be.

2. What were challenges that arose?

a. What did I do in the moment to adapt (or not) to the challenge?
b. What is a strategy that could help adapt to this challenge in the future?
When were students least engaged? Why?

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 ● A challenge today was transitions, like most classes. Transitions in space are difficult
such as moving from desks to a circle in the front of the room. A circle in the front of
the room is not only a different space than they were before physically, but it also
takes a level of spatial awareness to others. Transitions from standing to sitting are
generally much more smooth for students. This may be because they are used to
their desks and a circle may be a new stimulus for them and may be less focused. A
circle can also bring excitement and standing up out of desks can bring excitement,
which can hinder a transition.
● Students were least engaged in transitions to circle, as well as transitions on the
body chain. Because each student chose each body part for an extended time period,
each student was allowed down time to become disengaged. I think setting a timer
for the body chain in the future will help students.

3. How did students respond to each piece of the lesson? (verbally and nonverbally)
● Shake down: Students were responsive and repeated the movements. I did notice
certain students did not want to stand up. Some students also who were in the back
were not repeating the movements.
● Circle: Once the transition into the circle occurred, students were responsive and I
could see the joy and energy towards accomplishing a group goal as a class. I think
also adding more challenge through speed/time, or direction in space and direction
in the pattern could help students keep the activity exciting.
● Body chain: During the body chain creation, some students did not want to touch
one another or stay touching for an extended period. I could make this into a game,
such as if I see someone disconnect we start over.
● Dance making: Most were looking at the board as I wrote each word, paying
attention to their classmates who created movements, looking at me when I spoke,
and embodied each word. With this, some students were annoyed with the
repetition. The repetition was only a few minutes long however for their age
repeating things can only happen for so long until they are bored or tired or
distracted.
● Reflections:
What was difficult about today? (written in Indonesian: question and answers)
Kusuma: body parts
Mita: English
Angaa: study
Mei: body parts
Nadira: drawing
Arya: body parts
Theo: ears
Dwi: body parts

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Kiki: study
Tari: playing
Pande: body parts
Novi: body parts
Widi: English
Nungrah Eni: games
Nindya: playing
Liana: playing
Gion/Made: study
Duik: study
Ida: legs
Candra: body parts
Rapa: unknown
Ayu: study
Chasya: study
April: body parts
Sukma: study
Nandini: unfinished (“b”)
● Today, I was interested to see how some students did create a specified answer to
their reflection. Theo said “ears” were difficult to him, which is interesting because I
have noticed all students have a similar relationship to the words “ears” and”eyes.”
Often, these two words sound the same from students. Also, when hearing the
words “eyes” or “ears,” many students point to the opposite body part. Similarly,
legs is a word that has been difficult for students, and Ida pointed it out.
● I am still curious if students who answer “English” are actually applying their
thoughts to each question or writing what they feel like is the “correct” answer.
● I am curious what students specifically thought was difficult about “playing” today.
Possibly the social aspect, social conflict, etc.
4. What is the relationship between the content and pedagogy of the original lesson
plan and what actually occurred? Why?
How was modifying the original lesson plan content and/or pedagogy effective (or
ineffective) and why?
● The relationship between the lesson plan and class today was that students were
able to follow closely to the lesson plan, however I did not have them draw in
notebooks the concepts of over and under, but we embodied these concepts instead
because they were restless at their seats. I saw students were eager to move so I
decided to have them stand up, and I could from there guide their energy towards
productive movement. We began our circle dance after our shake down, and I will
have students put over and under in their notebooks tomorrow. This was an
effective switch I made, because class also began in a unified circle rather than

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 separated at seats.
5. How did students progress towards their student learning outcome? What evidence
do I have?
● Today, I saw students progress towards comprehension and application of level in
space. Although this was not their learning outcome for today, demonstration of
level in space as well as identification of level in space of other people’s bodies is a
future learning outcomes for students. Students today, individually vocalized either
“high” or “low.” Vocalizing individually was also accompanied with embodying
either high or low. Students also today, vocalized and moved their body parts as we
began the dance phrase we will eventually demonstrate as a class.
6. Were there any moments that were a big surprise? (teaching methods or student
response)
● I was surprised with how well the strike system worked in class today. Students
seemed disappointed with themselves when they got a strike, which to me says that
they are self reflecting on their behavior and possibly this was the first time they
have recognized their behavior. There were boys who were crying when they
received strikes. I was concerned about this at first, however I know that this was a
necessary measure for class to be productive in the future. I also surprised myself in
how persistent I was in giving strikes when needed.
7. How did I provide feedback to students?
How did I differentiate for students? (special need, level/ability, etc.)
How effective or ineffective was the feedback?
● The introduction of the strike system in class was an overarching source of feedback
for students throughout class. Although this was based in negative behavior,
students responded with more quiet voices when needed and a calmer body in
relationship to other people. This tells me that the system was effective. I’m the
future, I want to focus on positive behavior as well and rewarding positive behavior.
I could do this by giving stickers to people who are listening well through eye
contact and body language.
● I gave students looks when they were doing something that was not productive or
that was extremely harmful. Some students responded to this by stopping what they
were doing, and others mimicked me in a joking way. I think showing students what
I want them to be doing will help in the future so they know what they should be
doing.
● I used a sharper voice today when I needed to, when students were doing something
harmful or not listening/ being loud.
● Today, when doing a shake down and doing clapping patterns I was encouraging all
to participate even those who were sitting down or typically do not participate.
Generally, most students participate however sometimes there are a few students
who do not participate. This was effective because I encouraged them in a silly way
rather than a demeaning or rude way. I danced around their desk for them to stand

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 up and the two students who were sitting down then joined in, even if a bit
reluctantly.
● I began to move spots in the circle for students who could not stand next to each
other. One boy named Rapa is physical with his friends and others around him. I
moved him, and this was the day he was most attentive. I see anger often in Rapa. I
am wondering how exploring emotions in class will connect with Rapa. Next week
we will begin with basic emotions and I am wondering how drawing or moving with
these emotions will have Rapa more or less concentrated.
8. How did I create or reinforce a safe learning environment for students?
● Today, one way I adapted to students who needed a safer environment was by
moving their spots in circle when students were physical to the point of harm. This
was effective because students were less physically aggressive. I would also add
lessons on kinesphere that will be woven throughout beginning in our next classes.
This will allow them to have an awareness of their own space.
● The repetition of standing in a circle allowed all students to be seen and see one
another. It also allowed me to be on the same level as students and give them all the
power of being unified yet also empowered to not be separated from the teacher.
● Another way I created a safe environment was by standing next to a student named
Rapa during Thao’s teaching portion. Rapa kept wanting to punch others around
him however when I stayed next to him, he was focused. I also noticed his fine
motor skills and how his work he likes to be as neat as possible. He shows this
through the use of a ruler and slow writing during his work.
9. What was my own inner attitude and energy towards coming into class today?
(nervous, excited, tired, stressed, etc) And, How did/could it affect students and
teaching ?
● Today, I was filled with joy and I felt more relaxed going into class than I did the first
week. This allowed me to not react immediately to students who were acting out. I
was able to breathe and think of a solution. Rather than snapping at Rapa when he
was screaming, I took a breath and stood by his side and gave me a warm open
presence and smiled at him and offered him help. One on one, Rapa could build a
stronger connection. In groups he does not function with the group, however his
individual work is of quality, especially when he has a person standing next to him.
10. How did I apply what I learned in my previous class to today?
a. How did it impact my teaching?
b. How did it impact student learning/engagement?
● I began class with setting up a three strike system, which enhanced engagement.
However, I need to work on being more consistent with using the system and
following through with having students sit out or staying after class when needed.
Students were quieter when they learned about the system, however I am curious to
see if this will persist throughout classes.

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● I also learned from previous classes to use the translator more during class. Often
students may not understand my actions or words, and need words of explanation.
As I am learning to embody the directions more, I can also use the translator to help
students. I also can have the translator add things that I could not and ask further
questions I want to ask but can not communicate such as asking students to go
deeper with their reflections, or asking students to respect one another.
11. How will I use the information I learned in class today to guide tomorrow’s class?
● Tomorrow, more singing and movement will be used. Singing is when students are
most engaged and active as a whole.
● More group creation will be used in class because students can create movement
together as an introduction to individual creations. As a class, students can
collaborate and team build. This can help students build interpersonal skills and
when the entire class has the same goal, students may be able to use the zone of
proximal development effectively because everyone in the room can help one
another.
● Students need to draw under and over in their books since we did not get to this
today, and I collected the other drawings they made.
● Kinesphere will be an entire lesson next week and woven into the classes. I will have
students draw and embody their personal space because this could help students
learn to respect one another’s space and use it safely.
12. Additional Thoughts
Photos below

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