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Referring back to the planning resources provided in the course, such as examples of how to use SOLAMP lesson plan formats, professional language resources, and even conversations with peers has both aided and comforted me in the preparation process. Without the guidance received from examples and engaging discussions, I'd feel much more unprepared before the lesson.
Additionally, my supervisor has reassured me that she is, and I quote, "not the big bad wolf", and that the observation is merely to help and not to judge or ridicule.

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Observation aside, I had no idea what I wanted to chose as the first topic I'd take on as a student teacher. By the time my CT had asked me to start thinking of what I'd like to take over, I felt like I had barely even seen her teach; when you're in a kindergarten classroom of 26 kids, there is so much going on that it feels like constant chaos. So the first topic I chose to tackle, and what I thought would be the easiest, was calendar time.

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So I've chosen my first subject, and decided that this will be the first one I'll be observed on. Singing the days of the week and months of the year songs sounds easy and quick, right? It's here where I realize just how many learning opportunities can be incorporated into calendar time. Counting in sequences, patterns, weather, and seasons on top of days of the week/month of the year. Now I'm starting to get nervous as to how I am going to incorporate everything into my lesson!

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Just a few of my planning resources. Which do I even chose from?

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Considering that some of my students are on behavior plans, have IEPs, and are diagnosed with ADHD or autism, I knew that disruptive and/or challenging behaviors may be an issue. I could plan the most perfect and engaging lesson in the world, but would still have students calling out, putting their hands on others, or refusing to cooperate. One of my biggest fears was behavior management and how it would correspond with my observation. Considering that my behavior management skills needed improving still, I feared not being able to execute my lesson to instead deal with chair throwing (which has happened in my class!).

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Another and more vain challenge was my own stage fright! I get extremely shy in front of a camera and an audience, so I feared it ruining my lesson. Usually, when I get stage fright, I fumble over my words and stutter often, so I was worried I'd be incoherent.

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Making a quick Google search before my lesson...

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Making a quick Google search before my lesson...

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Pictured here is a screen shot of my actual observation video, where you could see all my materials and an unflattering angle of myself.

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I wrote up my lesson plan using the planning resources such as the SOLAMP format, the standards, and examples to guide me in the process. For my first one, especially one that covers many areas, I felt like it was a bit sloppy honestly. But the feedback from my supervisor will guide me into writing a more successful one in the future.

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The day is here, and I'm nervous! So many things could go right, and so many things can go wrong! No amount of preparing can have you prepared for what goes on in a kindergarten classroom, as my CT says. A million things go through my head: don't forget this! what if that happens?

There are so many moving parts in the classroom that I was overwhelmed. With our ENL teacher trying to pull students, other students arriving late or being disruptive, there's a lot of noise and so much goes on in my head. All I can do is breathe and be reassured that if my lesson fails, it's all a part of the process.

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I recorded my first observation! And surprise surprise, some things didn't go as planned! The worst aspect of it all is the behavior management; I found it so difficult to correct every disruptive and/or challenging behavior that I let some slip. Normally, I'd try to correct everything I see wrong, but it's nearly impossible to do so without interrupting my lesson every minute and therefore losing my students' attention.

What now? My supervisor is writing up feedback as I speak. I'm not nervous to hear what went wrong, or what went right. I could really benefit from the constructive criticism either way. So now I sit in front of my inbox, patiently awaiting the response email, ready to tackle the next observation.

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Some things I noticed after watching the video myself was just how inefficient the order of my directions can be. I "flip flop" too much, going back and forth between the days of the week and the months, when I should be focusing on one thing at a time.

Additionally, there wasn't much closure to my lesson. Things sort of ended abruptly, I feel. I need to incorporate an end of lesson assessment to my calendar time to make sure all students "got it".