Describe your observations from the below passage that are relevant to classroom management and student engagement by including the students' behavior and engagement. There are 20 students in my kindergarten classroom. The subject matter for this learning experience was science, focusing on speaking, listening, and viewing. The demographics include 3 students of Hispanic origin who speak English as a second language and students from rural backgrounds. Listening and viewing goals were to exhibit respectful body language by keeping eye contact with their speaker, actively listening without talking, and keeping their hands and feet still. Speaking goals were to exhibit effective speaking by looking at their audience and keeping their body still, speaking slowly at an appropriate volume, and showing their work. Next, students referred to the visuals and correctly modeled these behaviors while learning about weather features. I used formative assessment strategies to check for comprehension. Strategies that allowed me to observe student learning and performance included assessment conversation, classroom discussion paired with essential questions, and think-pair-share opportunities. First, I used an assessment conversation to analyze student responses when asked to explain effective speaking, listening, and viewing skills. Next, students participated in a think-pair-share. Students are paired with a partner to answer a challenging question. I circulated the groups, hearing answers and checking for understanding. The interdisciplinary area integrated into this lesson was science. The standard course of study in kindergarten states that students will make observations and build an understanding of weather concepts. They will identify different weather features, such as wind, which was the focus of this lesson. Speaking, listening, and viewing skills were integrated into this topic by providing opportunities for students to express and understand the weather objectives while effectively modeling these skills. They used practical speaking skills to explain what weather they viewed and what tools the students used to observe the weather. Students displayed respectful listening skills during their think-pair-share activity. They actively listened to their friend share where and when they had observed the wind. Students used correct speaking skills to orally present their written work about wind observations. These speaking skills included looking at their audience, speaking slowly, standing still, using an appropriate volume, and showing their work. The technology used to impact student learning positively included an interactive whiteboard and an educational video clip from Discovery Education. The interactive whiteboard enhanced the students' investigation of the weather by allowing them to view, discuss, and actively participate on the website. The video clip on Discovery Education encouraged students to connect to the world around them. Visual and auditory learners had the opportunity to "experience" a windy day. The video portrayed young children using tools like bubbles to observe the wind. Learners who had not previously experienced windy weather could visually understand what windy weather looked like and then respond through written work. Instructional resources used to impact student learning positively included the children's picture book, The Wind Blew, by Pat Hutchins, and picture cards that showed items blown by the wind in the story. The picture book enriched student learning by providing an auditory and visual resource to capture student engagement. The picture cards provided a visual of each item blown by the wind. While reading the story, students placed the pictures in a pocket chart, actively sequencing the story. Picture cards provided visual and kinesthetic support for students as they wrote and drew their observations. Students demonstrated they knew appropriate behaviors. Students showed they understood and could proceed quickly to our activity. Students showed respectful listening and viewing skills. Instructional strategies for encouraging students to react to visual material through speaking included cooperative learning opportunities and journal writing. Next, the children completed a journal entry about wind. Students were encouraged to show practical speaking skills by presenting their journal entries to the class. I used teacher-to-student interaction to further the students speaking, listening, and viewing abilities. During teacher-to-student interaction, I encouraged students by asking questions, giving wait time, and activating prior knowledge. Students showed practical listening skills by keeping their eyes on me. During our guided discussion, students interacted in a think-pair-share. Students paired up to answer a challenging question. This type of student-to-student interaction promoted positive group interaction and conversation.