Perfect Classroom Reflection

In Education, you are forced to always consider the possibility of classroom deviation. What if certain students are unable to work together based on group dynamics; or if certain students have different developmental needs than the rest of the class? But in the process of creating the unit plan, I overlooked these crucial factors. I had unintentionally created the perfect classroom.

The peer review helped with much of the disillusionment. I had not thought about addressing children with different learning styles, or seating arrangements. The teacher would have to plan everything. Much of my revision featured procedures for transitioning between different activities, and how students would get into or disassemble from groups. Most of it was changing the lesson to fit as broad of a classroom as possible, and then to change items to fit the needs of individual current students. Planning reading was also an

Boredom means that you are not considering your audience and the purpose of instruction. “Planning starts with determining what students already know and what they need to understand and be able to do” (Alberta Education, 2003, p.5). However, it is also dependent on determining what students will be expected to know and understand. Activities will always manifest to suit an objective. A writer does not find a moral after he is finished writing, nor should a teacher. Lessons initially need clearly linked, progressive outcomes; a general purpose, not meaningless activities. If a student is complaining, it is probably the activity that is stunting learning, not the objective. “Children don’t go to school to do things; they go to school to learn things” (Wright, 2012, p.33); the activity can be changed while still providing students with the necessary skills to continue learning. You cannot plan the kinds of reactions that students will give you, but you can plan the objectives that students will react