KIN 489A REFLECTION REPORT
Name: Maya Langarica Semester: Spring 2024
USE of NAMES:
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Based upon the data and graphs on your use of names clearly answer the following questions
related to your use of student names.
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How effective were you in using students’ names in this lesson?
In using students’ names during the lesson, I was very effective; all the students were addressed
multiple times.
What patterns in relation to your use of names did you encounter when analyzing your data
and graphs on your use of names?
My class was made up of 2 girls and 3 boys (2 of the 3 boys mentioned were aides
participating). I noticed that I addressed the boys more. I realize that my attention was more so
on the boys because there was more of them.
What changes have you made, or do you need to make, concerning your use of names?
I was very happy that I used all my students’ names in the lesson. I would like to use their
names with more positive specific feedback. I feel as though I used their names sometimes as
fillers and I’d like to be more mindful of that. I would also like to address both girls and boys
more evenly.
What specific strategy will you employ to make these changes (discuss two strategies)?
Two strategies I will use to make these changes would be to focus more on specific feedback
that is evenly spread out in delivery. I feel as though I may have given too much feedback that
was general. Second, I would like to address the girls and boys more evenly by splitting them
into even groups of gender or noticing that once I address a boy, I need to address a girl.
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USE of FEEDBACK:
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Based upon the data and graphs on your use of feedback clearly answer the following questions
related to your use of feedback.
How would you describe your use of feedback in this lesson?
I was surprised by the fact that my specific feedback was more than my general because I felt
that it was the opposite. My feedback was more positive based than corrective, but the
students were very good at staying on topic and participating.
What patterns in relation to your feedback use did you encounter when analyzing your data
and graphs?
A lot of my feedback was skill based rather than behavior and I think that was because I let the
aides to their best to handle the students until I needed to step in. I tried to keep my feedback
related to the lesson and what was being asked of the students.
What changes have you made, or do you need to make, concerning your use of feedback?
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I think I need to be more mindful in using less general feedback, specific is better to understand
for the students. I would also like to do more positive pinpointing of appropriate behavior so
that the feedback is more diverse and not just skill based.
What future changes would you like to make, concerning your use of feedback?
I would like to write down different ways to give specific feedback/cues to the students. Along
with that, I will even out the ratio of skill and behavior feedback by making sure to give a one-
one ratio.
What specific strategy will you employ to make these changes (minimally discuss at least one
strategy)?
I’ll create a list of phrases that are more acceptable to use for feedback and address them
before the lesson and focus on praising positive behavior by being more engaged with the
students during the lesson instead of just watching for good skill work.
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Inappropriate and Overused Words &/or
Phrases:
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Based upon the data and graphs on your use of inappropriate and overused words and phrases,
clearly answer the following questions related to your use of feedback.
Describe your use of inappropriate and overused words and phrases in this lesson?
I was surprised by how much I used ‘good job’ and ‘okay’ during my lesson. I didn’t notice how
much I used those words until watching back the lesson. I used ‘okay’ as a filler word when
checking for understanding; I used good job to quickly give feedback to the students.
What patterns in relation to your use of specific inappropriate and/or overused words and
phrases did you encounter when analyzing your data and graphs?
‘Okay’ was the second most used word because I used it to not only reassure myself but the
students that they understood what was being said to them. I was trying to keep the lesson
going by using ‘okay’ to fill where a pause should have gone. ‘Good job’ was used most often
because it was the easiest thing to say to give some form of positive feedback.
What changes would you like to make, concerning your use of inappropriate words and
phrases and why?
I would like to eliminate ‘good job’ and ‘okay’ from my vocabulary when teaching a lesson. Both
are very generic and don’t offer any real assurance for me or the students. The students need
more specific word use to be successful and do what I ask of them.
What specific strategy will you employ to make these changes (minimally discuss at least one
strategy)?
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I will look up synonyms for the word ‘okay’ and make a list or different phrases I can use to
address if the students understand what I have said or what I am asking of them. Same for the
use of ‘good job’ the students need specifics of what they are doing good at, and I will find
different ways to address their success and praise them.
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Activity, Instruction & Management Time:
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Based upon the AIM data and graphs clearly answer the following questions related to your use
of time in the lesson.
In terms of the overall percentage breakdown how would you characterize your AIM
proportions for this lesson?
Overall, my percentage breakdown was 70% activity, management 23% and instruction 7%. I
think I did good keeping activity time high, and the students engaged in moving.
What patterns in relation to your use Activity, Instruction, and Management time did you see
when analyzing your AIM data and graphs? Specifically indicate instances where you were
effective or ineffective in your use of class time? (Reference specific data to highlight where
you can improve and where you were effective).
Though I did good at keeping management down by keeping transitions/check for
understandings quick- I’d ask each student a question instead of asking the class and waiting for
a response (my longest management time was for activity #1 check for understanding because
it was cross curricular- others were a minute or less). I could improve there by being more
direct and keeping the students on topic. I did good with keeping activity time high by really
using my cues during the lesson and adjusting when needed during the activity instead of
stopping everyone and redemonstrating or giving new information (helping clean up then
transitioning into dance party).
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What changes or do you intend to make to optimize your AIM (time allocation) in your future
lessons?
Changes I would make to optimize my AIM would be to keep the students on topic during check
for understanding and having a backup activity if the lesson should end before class time ends.
What specific strategy will you employ to make these changes (minimally discuss one
strategy)?
I will write down cues to use to redirect students back to check for understanding questions
and have extra equipment/music/yoga cards to use as a whole class should there be extra time
at the end of class.
Conclusion/Summary:
What are your strongest teaching attributes (minimally discuss two)?
Strength 1: A strong teaching attribute I have is planning a head of time. I created a slide show
that had notes for extra activities/cues should I need them for class. That really helped me feel
prepared and ready for anything should I need to pivot.
Strength 2: Second would be being loud enough that not only did the students but the aides
followed my cues to stop and listen; that really helped things run smoothly so I didn’t have to
repeat myself multiple times.
How your strengths changed since you began your undergraduate degree/ credential
program/teaching career?
Yes, I still need to work on my teacher voice and being confident in myself, but I have improved
a lot. I love planning and creating lessons so being able to plan and do a practice run on my own
has helped me to be less nervous.
In what area of teaching have you most improved since you began your undergraduate
coursework (discuss two)?
I think I have improved in my confidence to use a louder voice, my voice tends to be lower, so I
need to speak up more. I have also improved in being okay with being silly for the lesson and
making it fun for the students- I want everything to be perfect but the more I have fun the
students will also have fun.
What aspects of your teaching do you need to work on improving (discuss two)?
I need to improve on my feedback, I’d like to give more specific and corrective feedback.
Instead of being general, I’d like to say, “nice strong kick” and instead of just saying ‘good job’
I’ll tell the students something they can work on to improve more. Second, I’d like to improve
my teacher presences even more, I think I sometimes fall back and watch instead of being
engaged with the students and letting aides give directions instead of me.
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What strategies are you going to use to make these changes (discuss two strategies)?
To improve my feedback, I will write down phrases/cues that are more specific and be more
willing to give feedback even if the students are doing the activity right. There are always ways
to improve. I will improve my teacher presence by being more engaged with the students
during the lesson by talking to them, asking questions, and participating in the activity if
appropriate. I think being more present instead of observing will increase my presence.
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