The best part of my teaching was being in control of the lesson.  I chose the software, planned what part of it I would use, and determined the amount of time that would be spent on the lesson.  I had the independence to make my own decisions based on Hannah’s performance.  This was the first lesson I have taught independently, and did not have heavy guidance.  It was nice to have the freedom, but still have the comfort to know that if I had any questions or problems there was always someone close by to give a helping hand.
     I learned that Hannah does not deal very well with failure.  She has a hard time not succeeding in her assigned task.  She is becomes easily frustrated and would rather give up than ask for some help and continue the activity.  There was one activity that worked on shapes and colors.  The goal of the game was to place the same shape and color block into the correct space before it falls to the bottom of the screen.  The blocks were falling to fast for Hannah, and she became really fidgety and uncomfortable.  She quickly asked if she could play another game.  At first I wanted to give in to her and play something else, but I knew she would not learn anything if we took that route.  I decided to drop the game back to beginner level and encourage her to try again.  At this level she was able to succeed.  I could tell she was very proud of herself, but I thought she had enough of that game for one day.  I told Ms. Johnson how far she had went in the game so the next time she could play she could start back in her place.
     Hannah taught me to reevaluate the lesson when it does not go the way planned.  When she was not able to perform on the level I had originally planned I had to go back and change the lesson.  I had to think quickly and be ready to give her an encouraging word.
     I would change the amount of time we worked on the lesson.  I think we spent too much time on the software.  Hannah became bored quickly and wanted to see more of the game instead of just one single game.  The game we played was not as engaging for her as I thought it would be.
     Yes, I would like to use this software in my class in the future because there are familiar characters at the beginning of every game or puzzle to explain the point and directions of the game.  Hannah never had questions after they were finished.  It was a game that I think my students could use independently during center time.  The software covers several areas of curriculum, and the game keeps records of the player’s achievements.  I would be able to go in later and look at their accomplishments.  I could also see what areas the students may need more work on.  The students could have time to choose what they want to play, and on some days I could have a particular activity chose for them to engage in.