Overall, my routine was very successful. To promote success, I annotated my own copy of the group activity to guide myself and my students through the lesson. I also began with having my students volunteer to share the rules and expectations of small group activities. These rules included being mindful of personal space, listening to the speaker, putting forth your best work, and actively participating. Furthermore, my students were aware of all expectations and performed accordingly. Additionally, observing and assisting students individually ensured that students with varying developmental levels were able to follow along and grasp the lesson.

According to Levin & Nolan, "Research reviewed in Chapter 8 reveals that the majority of misbehaviors are verbal interruptions, off-task behavior, and disruptive physical movements. The frequency of these surface disruptions can be greatly reduced with proper planning, instructional strategies, environmental structure, and verbal and nonverbal teacher behaviors" (16). Moreover, while reflecting my performance I correlated my positive outcome to this research. Specifically, my notated planning, establishment of expectations, and focus on 100% participation.

Although my performance was successful, there were still some components that I will do differently in the future. For example, I would follow my CTs suggestion of not stating if the first given response was correct. This would allow for the students to continue thinking for themselves and fully processing their answers. Additionally, when a student gives an answer I will ask them why they believe the answer is correct. This shows full understanding of the content because it proves the student has a reasoning behind their response.