Second Field Teaching

We presented our lesson today as a math lesson to explore the concept of water melting from solid as ice to liquid water. The students have been exposed to the structure of the math lesson, so they were able to focus on the concepts of water. They were able to suggest reasons the ice would melt; warmth, heat, temperature. Throughout the lesson I assessed their progress individually, and I was able to see who was able to solve the problem and describe why this happened (ice cubes melted). Even though most of the students were could accomplish the lesson goals, it was apparent that a couple students were not functioning even at a very basic level. One student in particular needed direct and constant attention to keep her on task. She was constantly disrupting the lesson and disturbing other students in the class. I continued to monitor her progress and scaffold her understanding, but in a class with 21 Kindergarteners it is very difficult to provide the continual attention that the student needs. I had an assumption going into teaching: There were going to be times of the day when students are more active and restless, say after recess. But, if I provided them a short period to calm down and relax, they would be easier to manage. That assumption has certainly been proven wrong. I know now that it is possible that I will have a student who is active and disruptive constantly. Having this experience has made me want to learn new strategies to deal with students that have behavior management issues.
I certainly do not want to make the assumption that a child who is as active as the child in my current class should be in another placement. I want to have the skills to help them as well. I know that they simply have not learned the skills necessary to help them achieve this behavior goal. As such, it will be up to me to scaffold and to help establish an understanding of those concepts. But, how do I do that? This is an area that I hope to be able to explore.
If I learned anything from the lesson today, it was that my classroom will certainly present obstacles that I do not know how to overcome, just as I saw today. That does not mean that I will give up or that tomorrow I will approach the situation in the same way. Teachers are continually growing to help students progress through the content. They are also helping students progress socially and developmentally: an aspect of teaching I am aware of but have not developed in my studies.