When the first batch of fourth graders arrived, we implemented our plans, but it didn't go perfectly. Me and Jonathan taught the pollinators portion of our station. In the middle of our time slot, we ran out of things to teach and ended up doing the station too fast. Our other teachers (Haley and Krishna) then had to awkwardly kill time afterwards by engaging the fourth graders about unrelated things (like what teachers they had). We realised how big of a problem we caused by going through the lesson too quickly. So, for the next batch of fourth graders, me and Jonathan made dramatic changes to our lesson. This meant: lengthening the lesson, asking more open-ended questions to the fourth graders, and spending more time on certain topics in order to meet the minimum time quota. Over the next four of five lessons, we continued to tweak our strategy each time. We did this by observing which parts of the lesson seemed to be the most boring to the fourth graders, and shortening those parts, and by observing which parts were the most interesting to them, and lengthening those parts. I think that me and Jonathan had pretty good engagement from the fourth graders, although I still regret certain students who had absolutely no interest in the lesson. Even if me and Jonathan did quite badly during the first rotation, ultimately, I am proud of my teaching abilities because I was able to improve my strategy so much during each rotation. Our other teachers (Haley and Krishna) also appreciated the improvements me and Jonathan made during each lesson.
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