Reflection #3 – Marysville Elementary In-Situ

Gibbs’ Reflective Cycle: Marysville Elementary In-Situ

1. Description

During this week’s in-situ at Marysville Elementary School, our group of three student teachers worked with four students to create Stop Motion videos . The goal was to introduce creative technology use and teamwork. Each of us supported the students as they developed a short animation using props and tablets. While I was excited about the concept and have enjoyed previous in-situ experiences, this particular session was more challenging than others I’ve participated in.

2. Feelings

At the beginning, I felt optimistic and engaged. I enjoy hands-on, creative learning experiences, so I was looking forward to seeing how the students interacted with the Stop Motion technology. However, my enthusiasm shifted during the activity. One student became quite disruptive taking control of the materials, interrupting others, and disregarding group instructions. I felt frustrated because their behaviour affected the group dynamic and limited the other students’ opportunities to contribute. I also felt unsure about how to intervene effectively without escalating the situation or disrupting the overall flow of the activity.

3. Evaluation

The experience was mixed. On the positive side, I found the Stop Motion project itself engaging and effective for sparking creativity and collaboration. The other students were interested and willing to participate when given the chance. However, the disruptive behaviour negatively influenced the group’s progress and overall tone. Compared to other in-situ experiences I’ve had, this one felt less positive and more draining. I left feeling that I hadn’t fully supported the quieter students or achieved the learning outcomes I had hoped for.

4. Analysis

Looking back, the challenge stemmed from group management and the distribution of roles. The activity required cooperation, but one student’s dominant behaviour disrupted that balance. In hindsight, I realize we could have structured clearer roles at the start such as assigning tasks like “camera operator,” “director,” or “prop mover” so that every student had a defined responsibility. This might have prevented one child from taking over and ensured equitable participation. Additionally, I might have benefited from calmly and privately redirecting the disruptive student earlier, using positive reinforcement to guide behaviour rather than public correction.

5. Conclusion

Although it was a difficult session, it provided valuable learning. It reminded me that even the most creative activities require clear structure and behaviour expectations. I also learned that disruptions are opportunities to practice classroom management strategies and develop confidence in handling challenging dynamics. I now recognize the importance of establishing boundaries early and ensuring that each student feels seen and included.

6. Action Plan

In future in-situ experiences, I will:

• Set clear roles within group activities before beginning to prevent dominance or disengagement.
  
• State expectations for teamwork and respect at the start of the lesson.
  
• Use proactive strategies such as praise for cooperative behaviour and private redirection for off-task behaviour.
  
• Reflect afterward with my teaching partners on what worked and what could be improved, so we can adapt together.
  

Overall, this experience challenged me but ultimately strengthened my understanding of group management and equitable participation in a classroom setting.