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Reflection 5

Mrs. Miragliotta discussed with the observer that the class they would observe had disciplinary problems. During the class, Mrs. Miragliotta maintained order through organized seating and directly addressing the class once when they became unfocused. She was able to keep the students engaged for the rest of the lesson. Additionally, the class was supportive of a student on the autism spectrum when they received accommodations during a rhythm game, showing maturity despite their noted behavioral issues.

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70 views2 pages

Reflection 5

Mrs. Miragliotta discussed with the observer that the class they would observe had disciplinary problems. During the class, Mrs. Miragliotta maintained order through organized seating and directly addressing the class once when they became unfocused. She was able to keep the students engaged for the rest of the lesson. Additionally, the class was supportive of a student on the autism spectrum when they received accommodations during a rhythm game, showing maturity despite their noted behavioral issues.

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Michael Parker

MUED 380
Jesse Rathgeber
11/16/16
Practicum #5 Reflection
Before I the class period began for my fifth practicum observation, Mrs.
Miragliotta and I discussed the class that I was about to observe. This class,
in particular, had been noted by herself and the administrative team as
having disciplinary problems both in the regular classroom and in auxiliary
classes such as music, art, and P.E. The problem had persisted so much so
that the administration actually had to have a meeting with the teacher as
well as the auxiliary teachers on strategies to manage the focus and energy
of this class. The expectation was set from the very beginning of class that it
would be a more challenging period for Mrs. Miragliotta, but she handled
everything very efficiently. If she had not previously informed me of the
class behavioral issues, I would not have noticed much of a problem at all.
Mrs. Miragliotta had laid out cards before the students entered the
classroom with each students name on it. This helped organize even further
the students activities right from the moment that they entered the
classroom. Some students were reluctant to take their place on their
assigned spot, but Mrs. Miragliotta made sure to maintain proper order and
discipline from the beginning of class. There was only one moment during
the period where Mrs. Miragliotta had to directly address the class as a whole
about their conduct. She managed to keep the focus on their progress as
learners, insisting that they knew how to behave better and were missing
time on their own lessons. The students were responsive and receptive to
her comments and stayed very focused (for the most part) for the rest of the
class period. I was very impressed at how calmly and professionally Mrs.
Miragliotta handled the situation.
One part of the class that stuck out to me in particular during this visit
involved a certain student who was on the autism spectrum. When it came

time for the rhythm hunters game in which they had to listen to, decipher,
and find the rhythms provided by the teacher, this student needed more
time to process all of the information provided. She also needed the choices
for her limited to only 2 choices. Once the appropriate accommodations
were made, she was easily able to find the correct rhythm. What really stood
out to me was the class reaction to this student. While they had been very
competitive in the game before this student had her turn, all of the students
were immediately supportive and understood that she needed extra time.
For a class with supposed behavioral issues, I was pleasantly surprised at
how mature they were when interacting with their peer who needed special
accommodations.

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