7. Reflection and Self-Evaluation

A. Interpretation of Student Learning—

I know students were successful in my class because of the assessment

results, especially the improvement from the pre-assessment to the post-

assessment. More than half of the class got an A on the post-assessment. The

other half received a B, with the questionable 2 that never show up receiving a 0.

I noticed from the test results that my students who are always on task get the

highest grades on both the written and physical test. They are attentative, well

behaved, and always participate. Those who did not do as good talk, are gone a

lot, and they simply don’t commit to their movement enough. It also makes a

difference that many students are there to learn and grow as dancers, while

others are there for an easy A. I will say there are a lot of students in the class so

at times it may be hard to see what’s going on.

Objectives were set in place to secure learning. Questions were asked to

provoke thought and assess understanding as well as progress. Instruction was

given thoroughly and more than once. I write all instructions and objectives on

the board to reach out to learners. I give examples as well as physical

demonstrations. I try my best to give feedback but I do sometimes lack on giving

good individual feedback. This could impede some because they are not always

aware of what they are doing wrong individually if I don’t spend time with each.

The intent is there to help each individual, but I can only get to so many a day

because of the quantity of the class. My goal is to try and rotate through all

individuals so by the time the test comes they will all of had the feedback and

encouragement they need to do well.

The materials used to help students learn were the white board, the mirrors,

the spacious room we have, and the jump ropes we used. As far as the written

assessment it was challenging, but not too hard to the point that everyone got the

same question wrong. I also believe those who have had dance II before had an

advantage. I’m sure Cheryl has gone over it before because when I asked them

what the answers were after the Pre-assessment those who had dance with

Cheryl before spoke up.

B. Insights on Effective Instruction and Assessment—

There have been very effective lessons of mine and some not as effective.

Overall I haven’t had a lesson that’s been a total flop. I of course have learned so

much on how I can improve or add onto a lesson. My coordinating teacher has given

me so many new and innovating ideas that I took note of. I always know whether or

not my lesson was effective by the response I receive from students. They will tell

you the way it is simply by words or the expression on their faces. I don’t even need

to ask for feedback although that also may be beneficial.

The most successful learning activity based on student performance was the

locomotor jump rope sequence I graphed above. They all picked up on the

sequences fast and it was something new and different that kept their attention. Not

too often do you jump rope in dance class! It was new, but they also were able to be

innovative as they explored new ways of using the jump rope across the floor. Most

enjoyed jump roping as a kid so that helped with the enjoyment of the learning

activity. It was successful also because I took a lot of time to plan a thoughtful

lesson. I found songs that talk about jump roping in which the students are always

excited to learn about new songs I find. The class flowed well and time management

was not a problem. Since we only had one jump rope for every 2-3 girls I was able

to easily give individual feedback to the girls not on the jump rope.

The least successful lesson was a day I combined space elements for dance I.

It was a review day mid-unit where I combined the first 3 elements we talked about.

In my head it sounded good when planning it, but in action with students it didn’t

accomplish the learning objective as well as I thought. I had combined pathways,

locomotor movement, shapes, levels, and positive/negative space. Going from X to X

they were to do a certain movement segment from each different lesson. The

reason being that it was not as successful was because the line got backed up behind

the X’s and the leader would forget what was next. It also was not as fun, but rather

boring. Let’s just say I will not be repeating that review sequence. The students

were simply ready to move on.

C. Implications for Future Teaching—

As a students teacher I am known as a taskmaster. I know what my purpose is

and I know how to get the job done. I expect a lot from my students, but I also know

when to relax and have fun with them. I always come prepared and try to keep

organized. I’m good at seeing all my students and reaching out to the ones in the back. I

am good at relating to my students and I can tell they enjoy coming to class each day. I

have creative ideas that keep the students engaged and it helps that I know how to keep a

well-balanced lesson when it comes to time management. If something goes wrong or

students have questions I am quick at changing the direction of the lesson plan if needed.

I accept all the diverse students in my class. I am good at giving attention to all in some

form whether it’s tactile feedback or simply making friendly eye contact. I have been

accepting of other cultures by asking them about the culture and making them feel

included by teaching the class something from their culture.

I’m definitely not perfect so there are a few things I can do differently to be a

better teacher. The biggest issue I have is working part to whole. I love working whole

to part and it’s probably not the best way to teach. It’s probably because I’m a whole to

part learner, but I know it’s best to break it down first to achieve a long-term goal. I

could even learn to keep things more basic at first and work up to the more challenging

concepts. For example adding something from the lesson into my warm ups or a simple

technique sequence as a building block for composition, improv, or a dance I am

choreographing. Also musicality. I love syncopation and pulling out the beats people

don’t always hear. I understand that it is best to really listen to a song and keep the

counts simple so my dancers can learn to count songs better. I am learning everyday how

I can better these two things. I really feel like I am improving now that it’s been pointed

out to me. As I improve as a teacher, my student’s performance will improve as well.

D. Implications for Personal Professional Improvement—

Two areas for improvement that emerged during this unit was that I am not

as flexible and strong as I used to be. I do have a summer fitness plan I am working

on to improve myself physically. It’s something I am super excited about. I am

motivated to get in top condition starting now, so come Fall I will be fit for my PE

and dance classes I teach. It’s a good example for the students when you’re out

there doing everything you require of them too.

Another area that needs improvement is having creative musicality. I plan

on taking workshops to improve my creativity, but most of all I am signed up to take

Violin lessons for fun this summer. This will improve my musicality because it’s

been a while since I’ve had a music class. I’m not only excited to learn a new

instrument, but excited to improve those musical skills so my students won’t be

limited by my weaknesses. I do plan on taking some summer intensive dance

courses just to simply get back into the swing of things. You forget when you

haven’t been practicing. I will always try and better myself. The more we are

engaged as teachers, the more our students stay engaged.