I taught two lessons today, one math, and one SEL story.

The math lesson before recess went really well and the SEL taught just before lunch did not really meet my original lesson intent. One crucial factor I learned from my class was the importance of routine, a sudden change in their familiar pattern can impact their focus on any activity introduced. They were used to a story followed immediately by lunch. So, by the time I finished the story, their entire focus was shifted to lunch and hungry tummies though it was not lunch yet. Only a small crowd bought in and went along with the lesson still. Five minutes into my lesson, I knew things were not going to be easy as I felt strong resistance in the crowd. I tried my best to use different strategies to shift their focus from the look of the day posted on the board. For example, taking out the “work time” label to associate my lesson to relieve extra stress for them. However, my consideration was not enough to retrieve their interest.

There was a point in my lesson, I was thinking in my head, “this is not going well at all, this is not happening! I lost them! Stop panning the book, it’s too slow a pace! Just get on and finish the story as quickly as you can because as much as it is hard to endure for me, it must be the same for the kids too!” I scrapped quite a bit of my lesson, because I knew there was no point in continuing ahead when their mind was totally focused on something else. I eventually did a wheel on the bus brain break that I knew they enjoyed because while they were doing the follow-up art activity, they were still singing along with the tune. I rushed their art activity because I knew I wasted too much time in the previous lesson, were losing focus and they had to go to music class right after.

I did notice one student got a bit teary with the lesson topic, and I went up to him afterwards and did a check in with him. It was tricky to understand the context because he was mumbling. But, I did tell him, “Thank you for sharing your experience with me, I understand if must be difficult and sad to think about it again.” I recognized his emotions, I can see it was a stirring up a sad memory in him. He nodded, smiled and continued on with his art. I really appreciated he was relating his personal experience with the lesson. However, one thing I would keep in mind for next time is perhaps ask the kids to show me a silent linking with their fingers whenever they make a connection to their lives or experience as a way for me to gage their emotional status or relevant experience. I don’t want the kids to dive into an “over eight” emotional status without adequate safe closure time and environment.

I notice I was micro-managing too much and too often even when I am trying to listen to a student’s idea while focusing on another! Next time, I will set my expectation and warnings first before reading the story to prevent possible disruptions. I was a bit fearful of portraying myself as being too strict, rigid or disciplining, but now I understand if I am not explicit with my expectation, it will confuse them. I can be reasonable and firm and it does not equate to being mean.

I addressed each student with their name and encouraged active participation. In the afternoon before going home I read another story, it worked better this time because I positioned myself in the corner and the kids were close to me and fanned out in the corner in front of me. Each of them had a clear view of the book, and I did not need to have to endure awkward long silence when panning the book like I did with my SEL book earlier in the afternoon.

Change for next time

• do not label my activity as something they didn’t associate with, especially don’t do it before lunch and label it as a story. I will loose their focus again, if I label it as a story before lunch, even though it is a story.
• I am going to label it as “carpet work”
• Shorter lesson, more wiggle time
• Set listening expectation
• Use the document reader for visuals of the page, instead of wasting time to pan the book
• Be aware of how I position the kids to engage their focus
• It’s okay to move the kids if they were not listening. Set expectation, give warnings!