Field Observation Reflection/Self Assessment #2 (Monday, November 26, 2012) 1.

How would you describe your IQ (Invitational Quotient) in preparing for and facilitating this lesson? I believe my invitational quotient is relatively high. Students in the class I teach where I was observed were in my summer school Research and Writing class and are now in my freshman World History class. They often arrive before school to use my classroom to complete work, ask questions, and casually socialize. The day of this particular observation was the Monday after a five day Thanksgiving holiday weekend, and students were in my classroom before they had to be to talk to each other and me about the weekend and to prepare for class. I believe that the students recognize that my primary responsibility is to support them as learners in their transition to high school. 2. What classroom management strategies did you employ in facilitating this lesson? There was very little to manage throughout this lesson. Students understand that they are expected to listen to directions and then follow them. I had the students move locations in the classroom and they fully cooperated. I believe this is the result of establishing clear rules and expectations, but more importantly establishing respect for learning. I do have to use the schools detention system (called JUG) with my students because they respect me as a teacher and each other as learners. I believe this is particularly evident on the morning after a long holiday weekend and the students respectfully cooperate with and engaged the lesson. 3. What two Wisconsin Teacher Standards were most evident in this lesson? B.12.4 Assess the validity of different interpretations of significant historical events. This standard is addressed through this lesson because students have to make decisions about how different events can be interpreted as causes. For example, how does the Serbian argument for independence contribute to the tension that sparks WWI? Students also have to reflect on how different causes are related and can be interpreted. For example, is Kaiser Wilhelms submarine program from WWI a sign of militarism or nationalism? B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolutions to conflicts and sometimes gone to war. This standard is met through the analysis comparing and contrasting the start of WWI and WWII. Students consider how alliances may create tension depending on the level of militarism and communication between them. Students examine specific examples of alliances from WWI (Triple Alliance, Triple Entente) and WWII (Axis Powers). 4. What two education abilities stand out in this lesson? I think that conceptualization and coordination were essential for my teaching in this lesson. Conceptualization is important for understanding how to plan a lesson on causes of war and relate it to both world wars and current conflicts. To plan the lesson effectively it is essential to understand how the students will learn connections between conflicts and at what level they will be able to analyze causes of war. Coordination is also evident because the lesson relied on my ability to access the classroom before the lesson to prepare the boards for the lesson. It is also necessary that the handouts are prepared and that students already understand expectations for how I expect them to work in small groups. This coordination is specific to this lesson, but is also the result of an ongoing relationship in the classroom. To coordinate this lesson it is essential that students already respect my classroom and will follow directions without reminders.