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Jones-Instructional Decisions
Jones-Instructional Decisions
Instructional Decisions
Date
Thursday,
5/12/2016
Lesson Description
Instructional Decisions
Class 2 Phonics, 40
minutes
Lesson: The students will be
introduced to the sp- sound
and words that begin with
sp-. They will see pictures of
words that begin with sp-,
and beneath the picture will
be the word with sp- missing.
For example, the word spider.
The teacher will draw a
picture of a spider and
beneath the picture write
___ider. The students will then
fill in the missing sp- sound.
Then, the students will be
shown pictures of things that
begin with the sp- sound.
They will match the pictures
to the word written on the
chalkboard.
Next, the students will
pronounce a list of sp- words.
Then, the students will use
the words to complete fill-inthe-blank sentences, by
choosing the sp- word from
1. This was my first day teaching in this class. I had not yet
taught students younger than 9 or 10 years old in Arusha. I
immediately knew that I needed to speak more slowly and
clearly. There was a clear language barrier between myself
and my students.
2. Some of the students were confused by the words that they
were selecting to complete the sentences. The words that
they were selecting did not make much sense. I thought,
maybe I had not explained how to select a word so that the
sentence made sense, so I modeled once more. This time, I
told the students to choose each word from the word list and
read the sentence using each word to fill in the blank. This
helped them to compare how one sentence sounded
compared to another.
3. The students were supposed to complete the fill-in-the-blank
sentences individually, but I knew they were having trouble
selecting the correct word. Instead, I decided to complete the
sentences together as a class. Students volunteered to come
to the chalkboard and write their answer on the board.
Friday,
5/13/2016
Class 5 Mathematics, 20
minutes
Lesson: The students will
practice how to interpret
word problems that require
multiplying a whole number
by a fraction. Students will
use a clock model to model
1/3 and 1/4 of an hour.
Homework: Students will
choose six of the 30 problems
from the exercise in their
textbook on multiplying a
whole number by a fraction.
They must explain why they
chose the problems they did.
I chose this as homework
because my students were
very comfortable doing the
exercises where they needed
to use the algorithm to
multiply a whole number by a
fraction. I was interested in
which problems they would
choose to solve and why they
would choose those six.
Thursday,
5/19/2016
Tuesday,
5/24/2016
Class 2 Grammar, 40
minutes
Lesson: The students will be
introduced to the following
capitalization rules: the first
letter of a sentence is always
capitalized, and the first letter
of the name of a person or
place is always capitalized.
The teacher will provide
examples of sentences that
have capitalization mistakes.
The teacher will reference the
rules to correct the mistakes
in the sentence. Students will
practice correcting sentences
with capitalization mistakes
on their own in their exercise
book.
Class 2 Phonics, 40
minutes
Lesson: The students will be
introduced to the gl- sound
and words that begin with gl-.
They will see pictures of
words that begin with gl-, and
beneath the picture will be
the word with gl- missing. For
example, the word globe. The
teacher will draw a picture of
a globe and beneath the
picture write ___obe. The
students will then fill in the
Thursday,
5/26/2016
Monday,
5/30/2016
Class 5 Mathematics, 1
hour and 20 minutes
Lesson: Review of different
ideas we have discussed
during the past three weeks
including, whole number
multiplied by a fraction,
fraction multiplied by a
fraction, and drawing models.
The students separated into
two different teams. There
were originally 9 problems,
then I added equivalent
fractions as a category, and
there were 12 problems. Each
team had to solve every
problem, in case the other
got the problem incorrect,
then they could steal the
question and earn the points.
Management/General Decisions
1. I had three different strategies for gathering the students' attention when we needed to come back
together as group. Whenever one strategy seemed to not be working too effectively one day, I would
switch to another.
2. In my Class 5 class, there were two students who have albinism. I knew that people with albinism often
have visual impairments as well. I was conscious of this during each lesson and knew that when using
colored chalk, I had to be careful of which colors I used. I made sure to use brighter colors. Once I
became conscious of this, I no longer noticed my students with albinism having problems with reading
what was on the board.
3. In my Class 2 class, the children were very young, and this contributed to a larger language barrier. I
knew that I needed to speak more slowly, and more simply to help my students better understand. By
speaking more simply, I mean saying as little as I needed to to help them understand. I needed clear,
short definitions and words to help them as well.
4. In my Class 2 class, I used a lot of "repeat after me". I was teaching phonics and English/grammar in this
class, so it was very important that they practice speaking, as well as reading and writing.
5. In my school, the students remain in their classroom and the teachers rotate for each subject. Whenever
I taught the first period of the day, I would wait outside of the classroom door and greet each student
with a high-five as they entered.
6. In Class 5, I was the sole teacher for the duration of my time in Arusha. I knew that I needed to establish
classroom rules the first day in order for the remainder of the time to be productive. Each morning I
would write the rules on the chalkboard. The first thing the class would do in the morning was read the
rules aloud together.
7. The teachers at the school would let students use the bathroom whenever they needed. I would only let
two students use the bathroom at a time. It was difficult with nearly 60 students to keep track of when
two were using the bathroom.
8. The noises created by students' metal desks and chairs scratching against the concrete was very
distracting. On my first day teaching, I told the students that they were to remain in their seat unless
told to do otherwise. This helped a great deal to eliminate the noises/distractions.